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[H. S. T. A. BULLETINS 29-46] 



fU3 



Efficiency in High Schools 



Studies, 1911-14, in the Application 

of the Principles of Scientific 

Management to High 

School Problems 



made by the 

HIGH SCHOOL TEACHERS' ASSOCIATION 

•i 

OF NEW YORK CITY 



Under Direction of 

WILLIAM T. MORREY, President 
* 

Monograph 






3 ift 

Aawci&tioBi 



PREFACE 

The Representatives of the High School Teachers' Association voted, May 26, 1914, 
that "copies of our BULLETINS be bound and furnished to the High School, College and 
Public Libraries of the City." 

The President generally printed more BULLETINS than were distributed, and re- 
printed many of the important early articles, so that the bound volumes beginning with 
Bulletin No. 34 are practically complete. The last eight pages of Bulletin No. 46 
are to be detached in binding. They contain for the bound volume of BULLETINS: Title 
Page, this Preface, and the contents of Bulletins Nos. 29 to 46. The Bulletins 
beginning with No. 35 are paged consecutively up to page 372, the end of the alpha- 
betical index. 

The 444 pages of BULLETINS contain announcements of General, Section or De- 
partment, and Representatives' Meetings; Minutes of the same; Reports of Committees; 
Addresses, and Statistics. 

Through this routine work there was the central purpose to devote the energies of 
the Association, in so far as the President could direct these energies, to the study of 
"Efficiency in the High Schools through the Application of the Principles of Scientific 
Management" as enunciated in the industrial world. To a person desiring to study this 
central theme, the following analytical outline will serve as a key: 

Scientific Management or High School Efficiency 

Principles Stated — Harrington, Emerson (16). 
School Problems, Stated— Prof. Hanus (23). 

How Problems to be Attacked? Assigned to Efficiency (?) Committee (43). (About 

the only problem it did not tackle.) 
External Administration — Associate Superintendent Stevens (38). 

Bureau of Reference and Research — Director Shiels (195). 
Organization of School (104-110). 

Courses of Study — Committee of Sixty — Kingsley (48). 

Compared with South American — Morrey, (358). 
Large vs. Small and Cosmopolitan vs. Technical — Paine (89). 
Single Sessions vs. Double Sessions (190-194, 228, 229). 
Internal Administration — Principal (38 and Bulletin No. 34, p. 4). 
Grade Adviser — Miss Seelman (40). 
First Assistant — Bryan (68). 

Status of First Assistants — Stevens, (82). 

Biology Department — Peabody (47). 
Teachers' Duties — Principals on (Bulletin 34, p. 4). 

Conduct of Recitation — Superintendent Bardwell, (59). 

Commercial Education, (115) — Bartholomew, (200). 

Salesmanship and Advertising — Clapp, (27). 
Pupils — Co-operation — Miss Manfred (48). 

Students' Aid— Weaver, (51). 

Mortality in High Schools — Linville, (135). 

Latin vs. German vs. French for Pupils — Dotey (209). 

Test of Efficiency— Judd (Bulletin 31, p. 4). 

Duties to Community — Hon. Frank Moss (75). 

How can the pupil become morally efficient? — Examiner Hervey (94). 

VII 



PREFACE 

In conclusion, I wish to thank my friends in the Association for three elections with- 
out opposition. These years have given me the opportunity to attempt many things for 
the inspiration of high school teachers and for their improvement along lines purely pro- 
fessional. I have felt it my duty to keep out of controversies, although I have endeavored 
to post myself thoroughly from both sides in controversy. 

I have been able to form the acquaintance of a great many of the high school teach- 
ers, men and women, and also of the elementary school people, for my work for the la 
four or five years has been in the same buildings with elementary schools. 

I have prized the right to make and unmake such committees as I saw fit. As far 
I know but one person ever suggested in vain that a committee be appointed, and ! 
dropped the matter when I asked him to submit to me in writing definite proposals ' \ 
exactly what he wanted done. 

I have thoroughly enjoyed the monthly meetings with the Representatives from tl ., 
various high schools. I have appreciated their uniform kindness, courtesy, and co-open [ 
tion, and, above all, the intimate knowledge I have obtained of the workings of the 
various schools. I 

Finally, Fellow High School Teachers of the City of New York, I prize among m 
most cherished recollections that of the great esteem and confidence you have show j 
in me. Renewing my thanks, I am, Sincerely, * 

William T. Morrey. 

December 7, 1914. 



Brown Bros., Printers, 225 West 39th Street, New York 



VIII 



>. CONTENTS H. S. T: A. BULLETINS 29-46—1911-1914 

! June 30, 1911— December, 1914. 

ISSUED BY WILLIAM T. MORREY, PRESIDENT, 1911-1914. 

\ 

' ?o. 29— June 30, 1911: 

Minutes of May 23, 1911, meeting. 
.,, The Association "Pledges itself to take no part in any salary proposition." — 

January 7, 1911, Resolution. 
' General Officers for 1911-1912, Department Chairmen. Representatives. 

t Announcements for General Meeting. 

Notice for Meeting of Representatives, May 23, 1911. 

Directory for 1911-1912. 
I Representatives, Committees. 

o Bibliography on Industrial Efficiency. 

Ao. 31— December 9, 191 1 : 

Announcements for December 9, 1911, Meeting. 
Minutes of General Meeting, October 21, 1911. 
Minutes of Representatives, October 31, 1911; Nov. 28, 1911. 
*= Prof. Judd on "Efficiency" — summary of address. 

No. 32— January 30, 1912: 

Minutes of December 9, 1911, Meeting. 

Representatives Meeting, December 19, 1911. 

Announcement of Dr. Fitzpatrick, Chairman of Committee on Principles of 

Scientific Management. 
Committee on Conference with Colleges. 

Number of pupils and teachers in High Schools, January 1, 1912. 
Miss Manfred — Efficiency through pupil co-operation. (See No. 36, p. 48.) 

Directory for 1911-1912. Officers and Committees. 
Bibliography of Industrial Efficiency. 

' No. 33— March 16, 1912: 

Announcements for March 16, 1912, General Meeting. 
Minutes of Representatives, January 30 and February 27, 1912. 
o Harrington Emerson — Scientific Management and High School Efficiency. 
jP"; E. W. Weaver— Report of Students' Aid Committee. (No. 36, p. 51.) 

Kingsley, Clarence W. — Report of Committee of Sixty for Consultation with 
the House Committee. (Reprinted later in Bulletin 36, pp. 48-51.) 

No. 34— April-May, 1912: 

Announcements for May 25, 1912, General Meeting 1 

Minutes of General Meeting, March 16, 1912 1 

Morrey, W. T. — Communication from the Executive Committee of the 

H. S. T. A. to the Committee on High Schools, Board of Education. 2 

\ Minutes of Representatives — March 28, April 30, and May 7, 1912 2 

What Constitutes the Teacher of Superior Merit? 

Examiner George J. Smith 4 

Superintendent Edward L. Stevens 11 

Principals — John Holley Clark 14 

John H. Denbigh 15 

William Fairley 18 

i III 



CONTENTS H. S. T. A. BULLETINS 29-46—1911-1914 

William L. Felter 19 

Charles D. Larkins 21 

William McAndrew 23 

John L. Tildsley 24 

Clapp, Prof. Edward J. — The Teaching of Salesmanship and Adver- 
tising 27-31 

Fay, Charles R. — Report of Committee on Absences, April 16, 1912, 

recommending Sabbatical year, etc 31 

Mullen, Loring B.— H. S. T. A. Treasurer's Report May 6, 1911, to May 

16, 1912 47 

Morrey, William T.— Statistics N. Y. City High Schools, April 30, 1912. . 48 

No. 35— November 9, 1912: 

Announcements for General Meeting 1 

Morrey, William T. — Report as President of the H. S. T. A. for year 
1911-1912 2 

Minutes of Representatives, October 29, 1912 5 

Directory Representatives 5 

Committees, Chairmen of Sections, etc 5 

Minutes of General Meeting, October 21, 1911 (7) 7 

December 9, 1911 (8); March 16, 1912, (8); May 25, 1912, (9). 

Minutes of Representatives, May 23, 1911, (10); October 31, 1911, (11); 
November 28, 1911, (11); December 19, 1911, (12); January 30, 
1912, (12); February 27, 1912, (12); March 28, 1912, (13); April 
30, 1912, (13); May 7, 1912, (14); May 28, 1912, (15). 

Morrey, William T. — Communication to H. S. Committee of Board of Ed- 
ucation, March 24, 1912 13 

Emerson, Harrington — Scientific Management and High School Efficincy. 16 
Bibliography 23 

Hanus, Prof. Paul H. — What is the School System for? A Re-examination 
of Educational Commonplaces 23 

No. 36— December, 1912: 

Announcements for December 7, 1912, General Meeting 33 

Report of History Department, H. S. T. A., for preceding year 34 

Minutes of General Meeting, November 9, 1912 35 

Stevens, Edward L. — Administration for Efficiency 38 

Seelman, H. Elizabeth — Grade Adviser and Efficiency 40 

Judd, Prof. Charles H.— To Test Efficiency (Reprinted from No. 31.) 42 

Fitzpatrick, Edward — Report of Chairman of Committee on Scientific 

Management 43 

Peabody, James E. — Efficiency Studies in Biology 47 

Manfred, Maud E. — Pupil Co-operation (Reprint from No. 32.) 48 

Kingsley, Clarence D. — Hanus Committee — Report of Consultation Com- 
mittee of Sixty. (Reprint No. 33) 48 

Weaver, E. W.— Students' Aid Committee 51 

Committee on Conference with Colleges 51 

Department of Mechanical Arts 51 

List of Members of H. S. T. A.— September, 1911— June, 1912 52 

Contents of H. S. T. A. Year Books, 1908-9; 1909-10; 1910-11 56 

No. 37— March 1, 1912: 

Announcements for General Meeting, March 1, 1913 57 

Minutes of General Meeting, December 7, 1912 58 

Bardwell, Supt. Darwin L. — Efficiency in the Recitation 59 

Bryan, Pres. Alfred C. — On the Efficiency of the First Assistant 68 

Smith, W. Palmer — Organization of the Elocution Teachers 69 

Directory of N. Y. City High Schools — Telephone, addresses; Principals 

and Teachers in Charge of Annexes 71 

No. 38— May 3, 1913: 

Announcements for May 3, General Meeting 73 

Minutes of General Meeting, March 1, 1913 74 

Moss, Hon. Frank — Moral Efficiency and the High Schools 75 

Stevens, Supt. Edward L. — On the Status of First Assistant 82 

IV 



CONTENTS H. S. T. A. BULLETINS 29-46—1911-1914 

Lewis, Burdette G. — On Printing the Ballou Report 85 

Minutes of Representatives, November 27, 1912, (88) ; January 29, 

1913, (86); February 25, 1913, (86); March 25, 1913, (87). 
Extracts from Constitution H. S. T. A 88 

No. 39— June 20, 1913: 

Minutes of May 3, 1913, General Meeting 89 

Constitution of H. S. T. A. Adopted March 2, 1900 90 

Report of Meeting of Elocution Teachers 91 

Register of High Schools, March 28, 1913 92 

H. S. Pupils by Grades; Percentage compared with first term 92 

Mullen, Loring B.— Treasurer's Report, May 16, 1912, to April 29, 1913. . 93 

Hervey, Examiner Walter L. — Moral Efficiency 94 

Verification of Outside Experience. (Alex. L. Pugh.) 103 

Growth of the H. S. T. A., 1900 to 1913. (W. T. Morrey) 103 

Summaries and Recommendations of Hanus Committees 104 

Prof. Ballou on Organization and Administration of High Schools.. 109 

Prof. Davis on High School Courses of Study Ill 

Prof. Thompson on Commercial High Schools 115 

Morrey, W. T. — Need of High School in East New York and Brownsville — 

Studies for January 22, 1912; February, 1913, and June, 1913 117 

Directory of High Schools, Officers, Telephones, etc 119 

First Assistants in High Schools, April, 1913 120 

No. 40— October, 1913: 

Announcement for General Meeting, November 1, 1913 121 

Announcement of Supt. Maxwell's address to Teachers of English 122 

First Assistants in High Schools 123 

Directory of High Schools 124 

No. 41 — November, 1913: 

Announcements for December 6, 1913, General Meeting 125 

Morrey, W. T.— Report of President, 1911-1913 127 

Linville, Henry R. — Report of Committee on Secondary Education on 

Mortality in High Schools 135 

Kingsbury, George H. — Report of Committee on Science Note Books.... 166 

Minutes of General Meeting, November 1, 1913 168 

Weaver, E. W. — Report on Vocational Guidance 169 

Comment on, by the President 

Officers and Representatives H. S. T. A., 1912-1913 170 

Members of H. S. T. A., 1912-1913 171 

First Assistants in N. Y. City, November, 1913 176 

Directory of High Schools 177 

Contents of Year Books, 1908-1911. Bulletins 34-41 178 

High School Statistics for October, 1913 180 

No. 42— December 6, 1913: 

Announcements for General Meeting 181 

Committee of N. E. A. on Reorganization of Secondary Education 182 

Minutes of Representatives, November 25, 1913 182 

Morrey, William T. — Request for Materials for Directory of New York 

City High Schools 183 

Officers and Representatives of H. S. T. A., 1913-1914 184 

No. 43— March 7, 1914: 

Announcements for General Meeting 185 

Minutes of Representatives, October 28, 1913 186 

What are the Best Courses of Study? (Reprint from p. 182) 187 

Request for Materials for Directory. (Repeated from p. 183) 187 

Announcement for Teachers of English 187 

Officers and Representatives of H. S. T. A., 1913-1914 188 

No. 44— May 2, 1914: 

Announcements for General Meeting, May 2 189 

Minutes of General Meeting, March 7, 1914 190 

V 



CONTENTS H. S. T. A. BULLETINS 29-46—1911-1914 

Factory Methods as shown in Double Sessions, etc.: 

Principal Rollins, of Bushwick High School 191 

Principal Denbigh, Morris High School 192 

Charles S. Hartwell — One Proposed Remedy 194 

John M. Avent, of Morris H. S. — The Waste of Triple Sessions 228 

Benjamin C. Gruenberg, Commercial H. S. — Factory Efficiency in 

Education 229 

Minutes of General Meeting, December 6, 1913 194 

Director Albert Shiels on the Bureau of Reference and Research 195 

Minutes of Representatives, October 28, 1913, (197); November 25, 1913, 
(197); January 13, 1914, (198); February 24, 1914, (198); March 31, 

1914, ( 199) 199 

Elocution Teachers' Meeting, January 10, 1914 199 

Recent Criticism of Commercial Education in High Schools, by Hon. W. E. 

Bartholomew, N. Y. State Inspector of Commercial Education 200 

Scholarship Records of High School Pupils in Latin, German, French 
etc., by Aaron I. Dotey, Department of Latin, DeWitt Clinton H. S.. .200 

In Memoriam — Superintendent Edward L. Stevens 224 

In Memoriam — Principal James J. Sheppard 226 

On Some Treaty Obligations of the United States to Colombia, Panama, 
and Great Britain with Reprint of Sources; (How Roosevelt broke 
our Treaty with Colombia) — William T. Morrey 232 

No. 45— May 30, 1914: 

Directory of High Schools, N, Y. City .237 

Preface and Farewell on Leaving for South America — William T. Morrey. 239 

Analytical Table of Contents 241 

Constitution High School Teachers' Association 242 

Officers, 1913-1914; Officers-Elect, 1914-1915 243 

Courses of Study in New York City High Schools 244 

Directory of Schools — addresses, telephones, principals, etc 246 

Lists of Teachers by Schools, and then by Departments 247 

Lists of Teachers by Departments and then by Schools 269 

Lists of First Assistants 282 

Lists of those Licensed as First Assistants, not appointed 283 

Lists of those Licensed as Assistants as of May 16, 1914 284 

Lists of Substitutes by Subjects as of May 15, 1914 291 

Alphabetical List of all High School Teachers, showing name, rank, sub- 
ject, school, address, and telephone 298-338 

No. 46— December 9, 1914: 

South American Trip — A Report made to the Board of Education of New 

York City— William T. Morrey 341 

President's Final Report, for 191 1-1914— William T. Morrey 365 

Index of Bulletins Nos. 29-46 371 

Title Page, Preface, and Contents for the Bound Volume of Bulletins 
Nos. 29-46 373 



VI 



Official Bulletin 

of the High School Teachers Association of New York City 



No. 29 



FRIDAY, JUNE 30 



1911 



The Board of Representatives, on May 23, 
1911, empowered the Executive Committee to 
issue a Bulletin monthly, instead of four 
times a year. 

May 23, 1911, Meeting 

The last meeting of the Board 
of Representatives of the H. S. T. 
A. for 1910-1 1 was the first meet- 
ing under the newly elected officers 
of the Association for the year 
1911-1912. It gave an oppor- 
tunity for a retrospect over the 
work of this last year and for a 
prospect over the year to come. 

Mr. Aaron I. Dotey, Chairman, 
reported that the Teachers' Inter- 
ests Committee had taken up the 
Excessive Clerical Work Demanded 
of Teachers, and had dropped it 
because of the pedagogical value of 
this work. The 25-Hour Schedule 
was dropped because of impending 
investigations. The Right of the 
Board to Teachers' Time after 2:30 
is covered by a By-Law giving the 
Board of Education the right over 
teachers' time to an average of 63 
hours a day. The Time of Regents' 
Examinations and the Frequency of 



School Examinations are to be inves- 
tigated further. 

The Committee recommended 
putting all energy into opposing the 
political control of schools. Mr. 
Dotey was reappointed chairman 
of the committee. 

Copies of the resolutions adopted 
May 6 in the General Meeting of 
the H. S. T. A. in opposition to 
educational provisions of the Gay- 
nor Charter were ordered to be 
given to The Globe, The Evening 
Post, The New York Times, 
School, and The Brooklyn Eagle. 

Mr. Frederick H. Paine, Chair- 
man of Committee on Retirement 
Legislation, reported on the status 
of the pension question. He was 
reappointed chairman. 

Mr. Emberson E. Proper, Chair- 
man of the Promotion Committee, 
reported the resolution of the High 
School Committee of the Board of 
Superintendents, " No nomination 
to the position of first assistant in 
any high school, except where a 
vacancy exists — and then in no 



THE OFFICIAL BULLETIN 



case where the number of teachers 
employed in said department is less 
than five." 

The recommendation of Mr. 
ef*s committee was amended 
and pasocu as follows • 

The Board of Representatives of 
the High School Teachers' Associa- 
tion recommend : 

i. That first assistants be ap- 
pointed on the grounds of efficiency 
in teaching and administrative work 
without regard to chairmanship of a 
department. 

2, That it be desirable that one 
first assistant be appointed in high 
schools for every 150 pupils regis- 
tered." 

Mr. Clarence D. Kingsley, 
Chairman of the Committee on 
Increase of High School Accom- 
modations, reported that three new 
high schools are promised in the 
next two years — one at Bay Ridge, 
one in the Bronx, and one in East 
New York. 

The Committee on Secondary 
Ed , :c f ' rtT1 snorted that its work 
was completed and would go to 
press this week. 

Mr. Benjamin C. Gruenberg, 
Chairman of the Committee on 
Child Welfare Exhibit, was granted 
permission to publish his report in 
other periodicals before its appear- 
ance in the Year Book. 



Mr. Clarence D. Kingsley, Chair- 
man of the Committee on Confer- 
ence with Colleges, reported that 
the " Committee of Nine" would 
report at the San Francisco meet- 
ing of the N. E. A. a definition of 
a well-planned high school course. 
Such a course to consist of 1 5 
units, of which 1 1 are to be devoted 
to academic subjects and 4 to 
electives. The schools to have 
small classes, adequate equipment, 
and suitable teaching force. To 
protect the interests of sound edu- 
cation, 2 majors of 3 units each 
should be required. National ef- 
ficiency would be promoted and the 
moral standard raised by devoting 
more time to technical study and 
less to general education. Mr. 
Kingsley was continued as chair- 
man. 

Dr. Loring B. Mullen, the Treas- 
urer, reported a membership of 
670 and a balance in the treasury 
of $723.73. 

The president suggested that 
committees be formed 01. the Rela- 
tions between Elementary and High 
Schools, on Statistics and Director, 
and on Efficiency in tae High 
Schools. The Efficiency Commit- 
tee and its sub-committees could 
profitably consider such topics as 
School Ideals, what they are in the 
various schools, and who deter- 



THE OFFICIAL BULLETIN 



mines them; Planning, Co-ordinat- 
ing, and Checking Up; Standardi- 
zation of Instructions for Admission, 
Transfers, Promotions, etc. ; Rec- 
ords, Standardized, Reliable, Up 
to Date, Accessible ; Discipline, 
Common Sense, judgment, Com- 
petent Counsel for Pupils aad 
Teachers ; The Fair Deal and Ef- 
ficiency Reward for Pupils, and for 
Teachers ; Relations between 
Teachers and their Principals and 
Superior Officers ; Professional 
Etiquette. 

All members and all prospective 
members of the Association and all 
interested in High School problems 
are cordially invited to send written 
suggestions as to lines of work and 
as to composition of committees, to 
the president, W. T. Morrey, 535 
West 111th St., New York City. 

Mr. Arthur L. Janes, President 
for 1910-1911, announces that the 
Year Book will be ready for mem- 
bers on their return to school in the 


,:.: of Representatives Jan. 7 

Whereas the teachers in New York Ciiy High Schools 
constitute the largest body of secondary school teachers in 
any city on this continent ; and 

Whereas many of the most far reaching educational and 
social problems must be worked out during the next few 
years within the high school ; and 

Whereas the High School Teachers Association of New 
York City is already engaged in some of the most important 
of these problems : and 

Whereas this Association needs the support and counsel 
of every high school teacher in New York City ; 

Therefore be it resolved that this Association invite and 
urge all high school teachers in New York City to unite 
with it ; and 

Be it further resolved that this Association pledges itself to 
'ake no part in any salary proposition. 



General Officers for 1911-1912 

President, 

William T. Morrey, Biishwick 

Vice President, 

L. Louise Artnj ir, E 

Secretary, 

Agne ivi", Morris 

Treasurer, 

Dr. Loring B. Mullen, Girls' 

Additional Members of Executive Com- 
mittee : 

H. Elizabeth Seelman, Girls' 
Aaron I. Dotey, DeWitt Clinton 
Clarence D. Kingsley, 

Manual Training 



Department Chairmen for 1911-1912 

Ancient Languages, 

Mr. E. C. Chickering, Jamaica 

Bookkeeping, 

Miss Emma M. Skinner, 

Eastern District 
Biology, 

Dr. Henry R. Linville, 

Jamaica H. S. 
Drawing, 

Mr. Raymond Carter, 

H. S. of Commerce 
History, 

Miss Antoinette Lawrence, 

Jamaica H. S. 
Miss Florence L. Beeckman, Sec. 

Mathematics, 

Mr. Albert E. King, 

Erasmus Hall H. S. 
Sec, Miss Emily M. Jennison, 
F *ocl I.. S . 

il Arts. 
Mr. George W. Norton, 

Bushwick H. S. 
Modern Languages, 

Nannie G. Blackwell, 

Washington Irving H. S. 

Physical Science, 

Mr. Joseph S. Mills, 

H. S. of Commerce 



THE OFFICIAL BULLETIN 



Physiography, 

Mr. Willard B. Nelson, 

Manual Training H. S. 
Stenography and Typewriting, 
Mr. E. J. McNamara, 

Jamaica H. S. 

Representatives for 1911-1912 

(Senior Representative first) 

Boys — Charles E. Oberholser 

Francis T. Hughes 

Frederick B. Jones 

S. Ridley Parker 

William W. Rogers 

Alfred A. Tansk 
Bryant — Carolyn P. Swett 

Mary Elizabeth Reid 

Bushwick — George M. Falion 
Maud E. Manfred 

Commercial — Edwin A. Bolger 
George W. Harman 
Benj. C. Gruenberg 
A. Franklin Ross 
Robert P. St. John 

Curtis — James Shipley 
Mabel G. Burdick 

DeWitt Clinton- 
Donald C. MacLaren 
Oscar W. Anthony 
Aaron I. Dotey 
Ellen E. Garrigues 
Fayette E. Moyer 
Charles E. Timmerman 

Eastern District — 

James P. Warren 
Emma M. Skinner 
John A. Bole 
Maude L. Calkins 
Jeannette Trowbridge 

Erasmus Hall — 

Preston C. Farrar 
George E. Boynton 
Abigail E. Leonard 
William F. Tibbets 
Kate E. Turner 

Far Rockaway — 

Eldon M. Van Dusere 



Flushing — Paul R. Jenks 

Girls — Loring B. Mullen 

H. Elizabeth Seelman 

H. S. of Commerce 

Horace G. Healey 
Alfred H. Lewis 
George H. Van Tuyl 

Jamaica— Benjamin H. Thorp 
Lydia F. Root 

Manual Training — 

Arthur L. Baker 
Sidney Edwards 
Mary A. Hall 
Clarence D. Kingsley 
Frederick A. Peters 
Elizabeth Schutze 
J. Clarence Smith 
Carlton C. McCall 
Caroline M. Dithridge 

Morris— Gilbert S. Blakely 

Harriet L. Constantine 
Paul B. Mann 
Anna S. Thompson 

Newtown — 

George H. Kingsbury 
Alex E. W. Zerban 

Richmond Hill — 

Charles Robert Gaston 
Gertrude M. Leete 

Stuyvesant — T. Harry Knox 
Clayton G. Durfee 
Joseph L. Beha 
Stanley A. Gage 
Charles F. Moore 
Ernest S. Quimby 
Walter M. Smith 

Wadleigh — Helen E. Bacon 
Florence Middleton 

Washington Irving — 

Idelette Carpenter 
Jessie A. Beach 
Emma F. Lowd 



©ffictal bulletin 

of the High School Teachers Association of New York City 



No. 31 



SATURDAY, DECEMBER 9 



1911 



GENERAL MEETING, 
DECEMBER 9, 1911. 
The next quarterly meeting of the High 
School 1 eachers Association for the year 
191 1-1912 will be held on Saturday 
morning December 9, at the High 
School of Commerce at 10 o'clock. 
1 he general meeting precedes the 
Department meetings and should be 
over by 1 1 :30. 1 he subject for dis- 
cussion is: 

THE PRINCIPLES OF SCIENTIFIC 
MANAGEMENT AND HOW 
THEY WOULD AFFECT 
SCHOOL EEFICIENCY 
BY 
MR. HARRINGTON EMERSON, 
Consulting Engineer. 
Tne Association is fortunate m securing 
one of the best expounders and one of 
the most successful practitioners of the 
application of these principles to great In- 
dustrial Plants. 

Mr. Emerson's experience enables him 
to apply his principles to school problems 
and conditions in a way that should prove 
stimulating and helpful to every teacher, 
to every principal, and to every superin- 
tendent. 



DEPARTMENT MEETINGS 

At 1 1 :30 A. M. Department meetings 
Will be called. The following is a partial 
list of programs: 

Ancient Languages. Room 217. 
Miss Ruth M. Prescott, Far Rock- 
away H. S., Chairman. "Classical 
Clubs in the High School" by Dr. 
Arthur Alexis Bryant, De Witt 
Clinton. Discussion led by Mr. W. 
E. Foster, Stuyvesant; Mr. W. F. 



Tibbetts, Erasmus Hall; Dr. E. 
San Giovanni, Manual Training. 

*'A Latin Play Given in Eng- 
land by Children," Miss Theodora 
Ethel Wye, Teachers' College. 

The recent performance of 
"Phormio" at Normal College, Dr. 
Jane Gray Carter. 

Biology. Room 301. Dr. Henry R. 
Linville, Jamaica H. S., Chairman. 
"1911 Textbooks in Biology in 
Relation to Recent Movements in 
Biology Teaching." A Discussion 
of the following books: Atkinson's 
High School Botany, Bigelow's 
Applied Biology, Hunter's Essen- 
tials of Biology, Kellogg's The 
Animals and Man. 

Bookkeeping. Room 303. Chairman, 
G. H. Van Tuyl, H. S. of Commerce, 
TheNewCourse of Study for Com- 
mercial Departments. Principal Fair- 
ley of Commercial H. S. Leader. 

Chemistry. Teachers' Club. President, 
Roland H. Williams, Horace Mann 
School ; Secretary Reston Stevenson, 
College of City of N. Y. 

The next meeting will be held at 
the Chemists' Club, 8 P. M., Dec. 
9, 1911. 

Drawing. Room 206. Morris Green- 
berg, Commercial H. S., Chairman. 
Meeting of the Exhibition Com- 
mittee of the H. S. A. T. A. to 
arrange for a Teachers' Exhibit. 

English Teachers' Association of N. 
Y. City High Schools. President, 
Edwin Fairley, Jamaica H. S. ; 
Secretary and Treasurer, C. R. 
Gaston, Richmond Hill H. S. 

At meeting held Nov. 25, Mr. 
G. S. Blakely of Morris H. S., gave 
report of Committee on Uniform 



THE OFFICIAL BULLETIN 



Nomenclature in Grammar. 
^ B. A. Heydrick of H. S. of 
Commerce reported on College En- 
trance Requirements. 

Theodore C. Mitchell sent as 
Delegate to National Convention 
at Chicago, Dec. 1 and 2, 191 1. 

German. The New York Association 
of High School Teachers of Ger- 
man. President, Henry Zick; Sec- 
retary, Chas. E. Oberholser. 

Next Meeting, 11 A. M., Satur- 
day, Dec. 1 6, at Gregorian Hotel. 
42 West 35th St. 

Dr. Stuart H. Rowe, "Habit 
Formation and the Teaching of 
Modern Languages." 

Luncheon after the lecture. 

History and Economics. Room 205. 
Miss Antoinette Lawrence, Jamaica 
H. S. Ghairman. The Use Notebooks 
in History, by Principal Sullivan, Boys. 

Mathematics. Room 304. Mr. Albert 
E. King, Erasmus Hall, Chairman. 
"Outline Recitations in Geometry 
to Show Economy in Time and 
Efficiency in Work." 

Mechanical Arts. Mr. George W. 
Norton, Chairman. Meeting, Fri- 
day evening, Dec. 15, 1911. 
Notice of hour and place to be sent 
later. 

"Relative Merits of the Individ- 
ual Motor Drive and the Line- 
Shaft Drive for High School 
Shops." 

Modern Languages. Room 401. Miss 
Nannie G. Blackwell, Washington 
Irving H- S., Chairman. "Uniform 
Grammar Terminology" by Mr. 
Coleman D. Frank, De Witt Clin- 
ton H S. 

Physical Science. Ben. M. Jaquish, 
Erasmus Hall, Chairman. Meetings 
of section as a whole at call of 
Chairman. Members belong to other 
departments or associations. See 
under Chemistry Club, Physics 
Club, Physiography Department. 

Physics Club. President Raymond 
Brownlee, Stuyvesant H. S. ; Sec- 
retary F. W. Huntington, Erasmus 



Hall H. S. Next meeting at Pratt Insti- 
tute, 1 A. M. Dec. 9. General Topic 
Mechanics Problems, Demonstrations. 
Physiography. Room 105-B. Chair- 
man, Kirk W. Thompson, Jamaica 
H. S. "Recent Textbooks in Physi- 
ography." Comparisons of Treat- 
ment of Topics: Earth as a Planet, 
Miss Mary E. Reid, Bryant H. S. ; 
The Atmosphere, Miss Miriam L. 
Taylor, Wadleigh H. S. ; The Sea, 
Mr. Rupert H. Hopkins, Curtis H. 
S.; Rivers, Mr. F. M. Surrey, 
Morns H. S. ; Glaciers, Mr. Charles 
A. Miller, Morris H. S. ; The Land 
Forms, Mr. Willard B. Nelson, 
Manual Training H. S. 
Shorthand. Room 2 1 6. Mr. Horace 
G. Healey, H. S. of Commerce. 
"Teaching of Shorthand in the 
Public Schools" by E. H. Craver, 
H. S. of Commerce. 

Discussion by Miss Elizabeth 
Roche, Washington Irving H. S., 
and David I. O'Keefe, Jamaica 
H. S. 

A large attendance is desired, as 
several business matters of impor- 
tance will come up, among them 
being the proposed license for First 
Assistant in Stenography. 

GENERAL MEETING. 

October 21, 1911. 

The meeting was called to order in 
the High School of Commerce at 
10.07 o'clock by President W. T. 
Morrey. The minutes of the last meet- 
ing were read and approved. The 
President made a brief address, stating 
that the chief work of the year would 
be the study of High School Effi- 
ciency, and urging all who were will- 
ing to serve on the committees organ- 
ized to make known their preference 
at once. 

Mr. Kingsley reported for the Com- 
mittee on Conference with Colleges that 
printed bulletins of the work accom- 
plished would be issued in the near 
future. 

The speaker of the morning was 



THE OFFICIAL BULLETIN 



then introduced, Prof. Chas. H. Judd 
Director of the School of Education 
of Chicago. 

In an interesting and enlightening 
talk Professor Judd showed the results 
of detailed study in some of the cities 
in the Middle West, of the relations 
existing between Elementary and High 
School, and between High School and 
University. These results were pic- 
tured on carefully prepared charts, on 
some of which the progress of the 
pupil was traced as to his position in 
the upper, middle or lower third of his 
class, rather than by his individual 
racing in per cent. One chart which 
proved especially interesting to the 
audience illustrated the widely differ- 
ing values given the same papers when 
rated by several different persons. 

According to a new plan, the gen- 
eral meeting was adjourned at 1 1.30, 
and the members then went to their 
respective section meetings. 

Wm. T. Morrey, 

President. 
Agnes Carr, 

Secretary. 

OCT. 31 MEETING. 

The representatives were called to 
order at 4 P. M.. Miss C. P. Swett 
of Bryant was appointed secretary 
pro tern The report of the May 
meeting was read, corrected and ac- 
cepted 

The Treasurer reported a balance 
of $358.73. 

The various Senior Representatives then 
reported on the membership of their 
various schools. 
Report* of Department Chairmen. 

Mr. Norton of Bushwick discussed 
the policy of his Section announced as 
the main topic for the year's work in 
Mechanic Arts, "Motive Power for 
Running Machines." 

Miss Blackwell of Washington 
Irving made a report for the Modem 
Language Section. 

Mr. Weaver reported for the Stu- 
dents' Aid Committee that 200 pupils 
had been assisted; that the promise 



that this work be recognized in the 
Budget had failed; that an effort is 
now being made to obtain outside help, 
and legislative action for establishing 
in each city a bureau to give employ- 
ment. The committee has been active 
as usual in distributing pamphlets on 
different occupations. 

Mr. Kingsley of the Committee on 
Increase in High School Accommoda- 
tion reported the promise of new build- 
ings, and suggested that the question 
of greater accommodation be taken up 
with the Board of Education. 

Mr. Greenberg believed that this 
committee should do more work in em- 
phasizing need for more high school 
accommodation. He also criticized the 
administration of High School annexes, 
and thought that the effort should be 
made towards eventual elimination of 
annexes as a part of the system. 

Miss Seelman of Girls' High, Mr. 
Mann of Morris, and Mr. Falion of 
Bushwick declared that in their annexes 
neither pupils nor teachers were dis- 
criminated against. 

Mr. Kingsley reported for the Com- 
mittee on Conference with Colleges 
that of the six members forming that 
committee, five are in favor of adopt- 
ing as a whole the report of the "Com- 
mittee of Nine." Dr. Sullivan believes 
that both mathematics and a foreign 
language should be required for en- 
trance to college. 

Neve Business. 

Motion carried that chairman be 
empowered to appoint a Committee on 
Conference of Relations Between Ele- 
mentary and High Schools. 

Motion carried tnat chairman be em- 
powered to appoint a Committee on 
Efficiency, and such other committees 
as he sees fit to call. 

Meeting adjourned. 

(Signed) AGNES CARR, 

Secretary. 
NOV. 28 MEETING. 

Representatives were called to order 
about 4 P. M. 

Miss Maud B. Manfred of Bush- 
wick appointed Secretary pro tern. 



THE OFFICIAL BULLETIN 






•7*^.3 /''* 



The minutes of the Oct. 3 1 meet- 
ing were read, corrected, and then 
adopted. 

The Department Programs for the 
Dec. 9 meeting were read and revised. 

Mr. Janes reported the Year Book 
for 1910-1911 all ready for weeks, 
except one report. 

The question of merging the lists 
was discussed in an informal way by 
everyone present, bringing out the ad- 
vantages and disadvantages. No for- 
mal acton taken. 

Miss Alice Higgins, appointed by 
former President Janes, reported by 
letter her meeting with Dr. James Sulli- 
van's committee. There was a general 
discussion of the propriety of teachers 
taking part. No formal action taken. 

The investigation of the status of 
the position of librarian was at the sug- 
gestion of Mr. Oberholser referred to 
the Teachers' Interests Committee. 
Agnes Carr, 

Secretary. 



PROFESSOR JLDD ON EFFI- 
CIENCY. 

Dr. Judd claimed that percentages 
are unreliable as a basis of compari- 
sons, and that the relative standing, 
or his positional rank of a student 
in his class is a much more reliable 
and constant quantity. 

Some of the charts showed the dif- 
ferences in marks given in different 
departments in the same school, in dif- 
ferent years in the same department, 
and by different teachers in the same 
department. In the English depart- 
ments in one or two schools there has 
been a great tendency to grade the 
students just a little above passing, 
very few students receiving high marks, 
and very few receiving penalizing 
marks. This practice was contrasted 
with that of some other departments in 
which there was a normal distribution. 
In every case where there was a marked 
variation from the normal distribution, 
a question was raised as to the cause 
of the disturbing factors, and in many 



cases these causes were ascertainable. 

Professor Judd emphasized the idea 
that deductions drawn from such statis- 
tics were to be regarded not as con- 
clusive, but as raising fruitful subjects 
for inquiry. 

A set of charts showed how many 
students from the highest third of a 
lower school maintained their rank in 
the highest third of an upper school, 
and how many dropped to the middle 
third, and how many to the lowest 
third; and, similarly, how many from 
the middle third maintained that rank, 
or went up or down; and similarly for 
the lowest third. This method of com- 
paring the rank of students as they 
pass from one inctitution to another 
is to be used in the Middle West in 
the attempt to establish objective stand- 
ards for measuring the efficiency both 
of the \arious high schools and of the 
colleges, and of studying out problems 
of articulation both of the institutions 
themselves and of the various depart- 
ments in the lower and higher institu- 
tions. 

Students in the middle and even 
lowest divisions in the elementary 
schools occasionally awoke later on and 
secured a better rank in high school 
and college. One chart showed the 
progress of 158 students who went 
from the elementary school through the 
high school and college. He claims 
that this method of study seems more 
satisfactory than reports dealing only 
with failures ; a school receiving stu- 
dents from the highest third of a lower 
school is not discharging its duty when 
those students maintain merely a pass- 
ing mark; on the other hand, a student 
coming up from a lower school, from 
the lowest third of his class, and main- 
taining a passing mark in the higher 
school, is doing well. 

Professor Judd urged the desira- 
bility of keeping careful records of the 
positional rank of students as they go 
from one school to another, extending 
over a series of years, carefully ana- 
Ivzed and available to those engaged in 
the work in the various schools. 



Official Bulletin 

of the High School Teachers Association of New York City 



No. 32 



TUESDAY, JANUARY 30 



1912 



The next meeting of the Board of 
Representatives will be held, Tuesday, 
January 30th, at 4 P. M, at Washington 
Irving H. S. 34 1 -2 E. 1 2th Street. 

Chairmen of Committees are invited 
to be present and to report progress. 

Dr. Edward A. Fitzpatrick, Chairman 
of Committee on Scientific Management, 
will outline proposed work of the Com- 
mittee: Topic ' On the Reorganization 
of an Existing High School in accordance 
with the Principles of Scientific Manage- 
ment." All interested are invited. 



Dr. Fitzpartrick, Chairman of the com- 
mittee, on Principles of Scientific Man- 
agement, will outline in a general way, 
the problem that he believes the commit- 
tee should discuss and investigate. He 
will take up a few topics, indicate the 
method of treatment, and state the recom- 
endations he would make at the pres- 
ent time. Suggestions and criticisms are 
welcomed by the committee now and 
hereafter. Please send them to the 
Chairman, Dr. Edward A. Fitzpatrick, 
High School of Commerce, 1 5 5 West 
65th Street, New York City. 



GENERAL MEETING. DEC. 9 

The December Meeting of the High School 
Teachers' Association was called to order by the 
President, W. T. Money, in the H. S. of Com- 
merce at 10:10 on the morning of Dec. 9. 

Mr. Frederick C. Paine, Chairman of the Pen- 
sion Committee discussed the bill prepared and 
sent to Albany by Mr. Best. This bill provides 
for a one per cent deduction from salaries $3500 
and less, and during service up to 20 years and 
more, and for salaries more than $3500 a deduc- 
tion of two per cent is proposed. 

Mr. Bryan of the High School of Commerce 
moved that it be Resolved, that this Association 
is opposed to any change in the present pension 
law creating an increase over the present one per 
cent deduction on salarlies $3500 or less, and 
that it is opposed to the proposition to make a de- 
duction of two per cent on salaries when the 
length ot service has been twenty years or more. 

This motion was carried. 

To Mr. Gruenberg, Mr. Paine stated that no 
actuarial investigation of pensions had been made, 
but the printed record of what had been done 
was obtainable. 



The speaker of the morning Mr. Harrington 
Emerson, a Consulting Engineer, was then intro- 
duced. Mr. Emerson had had six years of ex- 
perience in the University of Nebraska, so that he 
was in sympathy with school room matters, though 
he presented his topic "The Principles of Scientfic 
Managemen," in the terms of the industrial world. 

It is not often that we are privileged to feel so close 
a kinship between our problems and those of the 
world of business surrounding us. That the sub- 
ject was of vital interest was amply proved by 
the eager attention of the audience, and the evident 
reluctance with which at last, with a rising vote 
of thanks to Mr. Emerson, the Association ad- 
journed to the Section meetings at 1 1 :40. 
Signed, 

AGNES CARR, Secretary 
[Mr. Emerson left for Bermuda that afternoon 

and returned early in January. He is revising 

his address ] 



REPRESENTATIVES MEETING 

DECEMBER 19th 

Miss E. A. Roche, W. I. H. S. was 
appointed Secretary Pro Tern 

Minutes of Nov. 28th meeting were 
read and adopted. 

Reports on membership. 

Mr. Crossley of Teacher's Interests 
Committee opened an informal discussion 
of meaning of " A Teacher of Superior 
Merit; all present participated. 

Mr. Quimby, of Stuyvesant, spoke of 
work of Hanus Committee. 

On a motion of Mr. Kingsley, the 
Secretary was empowered to ask the 
Building Committee of the Board of Ed- 
ucation to see that in the new building 
for the Washington Irving High School 
there is provided a committee meeting 
room suitable for the meeting of this asso- 
ciation and other associations. 

The President announced that he 
hoped to make the meetings of the Board 
of Representatives of educational value, 
by arranging definite topics for discussion. 

For the January 30th meeting the 
chairman of the Committee on Scientific 
Management will talk "On the Reorgan- 
ization of an Existing High School in ac- 
cordance with the principles of Scientific 
Management." 



THE OFFICIAL BULLETIN 



Chairmen of Committees, Members 
of Scientific Management Committees, 
all Delegates should attend or send Prox- 
ies who are interested in school efficiency. 
E. S. Roche, Secretary Pro Tern 

COMMITTEE ON CONFERENCE WITH 
THE COLLEGES. 

The committee of this Association 
has unanimously endorsed the main 
part of the report of the Committee of 
Nine of the National Education Asso- 
ciation. One member of our commit- 
tee believes that under no circumstances 
should a student be admitted to an 
academic college without foreign lan- 
guage and mathematics. But the five 
other members of the committee endorse 
the entire report, including the recom- 
mendation "that provision should be 
made by many of the larger colleges 
to continue the education of students of 
whom it has been discovered that the 
requirement of mathematics or the re- 
quirement of foreign language is an 
obstacle to the continuation of their 
education/' Complete copies of the 
report may be secured from the Chair- 
man of the Committee of Nine, Clar- 
ence D. Kingsley, Manual Training 
High School, Brooklyn. 

Pamphlet "Articulation of High School and 
College" — 50 pages — contains Statement of the 
New York High School Teachers' Association, 
Replies from Superintendents and College Presi- 
eents, and Resolutions adopted at the Boston 
Meeting of N. E. A. 1910 



JANUARY I, 1912 

RANK HIGH SCHOOLS TEACHERS 



PUPILS 



The Department of Mechanical Arts held a 
most successful meeting on Friday evening, Dec. 
15, 1911, with 23 present. After an informal 
dinner there was an interesting and instructive ad- 
dress by Mr. Herbert Lester, of the firm of Man- 
ning, Maxwell & Moore, on the Relative Merits 
of the Line Shaft Drive and the Individual Motor 
Drive for Manual Training Shops. There was a 
lively and interesting discussion. Mr. Kingsley of 
the Manual Training Fligh School spoke of the 
advisability of this department's formulating a state- 
ment of policv as to what should be the content 
of the manual training work of the future so as to 
receive the same credit as other high school sub- 
jects. Some discussion followed after which it 
was voted that the chairman should appoint a 
committee of five to study this question and form- 
ulate such a statement. 

It is expected that Associate Superintendent, 
E. L. Stevens, will address the next Departmen- 
tal Meeting which will be held Friday evening, 
March 1st, 1912. His subject will be "The 
Function and Place of the Mechanic Arts in 
the Secondary Schools of New York City. 



1 


Washington Irving 


144 


3769 


2 


Morris 


122 


3208 


3 


De Witt Clinton 


111 


3076 


4 


Erasmus Hall 


128 


3060 


5 


Manual Training 


128 


2848 


6 


Wadleigh 


122 


2717 


7 


Girls 


116 


2639 


8 


Eastern District 


92 


2498 


9 


Commercial 


100 


2169 


10 


Stuyvesant 


92 


2002 


11 


Commerce 


66 


1936 


12 


Boys 


74 


1709 


13 


Bushwich 


42 


1074 


14 


Bryant 


46 


885 


15 


Jamaica 


42 


845 


16 


Curtis 


(37) 


797 


17 


Newtown 


31 


765 


18 


Richmond Hill 


26 


694 


19 


Flushing 


29 


501 


20 


Far Rockaway 
(Bay Ridge Annex 


14 


233 




of E. H. H. S.) 


22 


567 



EFFICIENCY THROUGH PUPIL 

CO-OPERATION 

(As Posted) 

PUPILS IN CHARGE OF 2K, 

ROOM 413. 

Representative of The General Organiza- 
tion: Miss Bloss (also order at recess). 

Class Representative: Miss Luhrs (daily 
report, order at recess and in absence of 
teacher, etc.). 

Vice-Representative: Miss Mahler (order 
at recess, also all duties of Class Represent- 
ative in her absence). 

Leader in Fire Drill: Miss Rohde (to lead 
and hold line). 

Leader in Setting-up Exercises: Mis* 
Steeg. 

Substitute Leader: Miss Rohde (in Miss 
Steeg's absence). 

Girls that erase boards at close of period: 
Miss Specht, Miss Rohde. 

Ventilation: Jacob Weber (to see tha6 
windows are opened at top). 

Wardrobe Doors: Miss Beer (to see that 
doors are kept closed). 

Front Closet Door: Miss Hallote (to see 
that door is kept closed). 

Song Books: Miss Saladino (to distribute 
them and see that none are lost). 

Uncovered Books and Scissors: Miss Hnrr 
(to confiscate and lock up all books found 
uncovered, untd paper be brought to cover 
them; also to see that scissors are returned to 
teacher's desk). 

Ink Wells: Miss Spengler (to see that 
they are kept filled). 

Erasers, Chalk, etc.: Jacob Weber. 



THE OFFICIAL BULLETIN 



Every Pupil is responsible for the condition 
of floor arojnd his or her desk, also for the 
turning up of his or her seal at the close of 
school. Care taken in both these matters will 
make the task of the Janitress a much easier 
one. 

MISS MANFRED, Prefect. 

Term beginning September 11, 1911. 



Mr. Arthur L. Janes, President for 
1910-1911, announces that the Year 
Book is in press. 

The Board of Representatives, on 
May 23, 1911, empowered the Execu- 
tive Committee to issue a Bulletin monthly, 
instead of four times a year. 

The Board of Representatives of the High 
School Teachers' Association recommended: 

1 . That first assistants be appointed on the 
grounds of efficiency in teaching and administrative 
work without regard to chairmanship of a depart- 
ment. 

2. That it be desirable that one first assistant 
be appointed in high schools for every 1 50 pupils 
registered."— May 23, 1911. 

This Association pledges itself to take no part 
in any salary proposition. — Jan. 7, 1911. 



NOTICES. 

The next meeting of the Board of Representa- 
tives will be February 27, 4 P.'M., at Washington 
Irving H.S. 34% E. 12th St. NY. City. 

Committee appointments will be considered as 
declined if before Feb. 1 5th the President is not 
notified of their acceptance. 

Chairmen of Departments who have not already 
submitted their plans for the remainder of the year, 
should do so at once. 

Persons desinng to do committee work should 
notify the President of their preferences. 

The one dollar for the current year should be 
collected by the Senior Representative and for- 
warded to the Treasurer, Dr. Loring B. Mullen, 
Girls' High School, Brooklyn. 

DIRECTORY FOR 1911-1912 
GENERAL OFFICERS. 
President, 

William T. Morrey, Bushwick 
Vice President, 

L. Louise Arthur, Bryant 
Secretary, 

Agnes Carr, Morris 
Treasurer, 

Dr. Loring B. Mullen, Girls' 
Additional Members of Executive Committee : 

H. Elizabeth Seelman, Girls' 

Aaron 1. Dotey, DeWitt Clinton 

Clarence D. Kingsley, Manual Training 

REPRESENTATIVES. 

(Senior Representative first) 
BOYS'. Charles E. Oberholser, Francis T. 
Hughes, Frederick B. Jones, S. Ridley Parker, 
William W. Rogers, Alfred A. Tansk. 

BRYANT. Carolyn P. Swert, Mary Eliz- 
abeth Reid. 



BUSHWICK. George M. Falion, Maud E. 
Manfred. 

COMMERCIAL. Edwin A. Bolger, George 
W. Harman, Benj. C. Gruenberg, A. Franklin 
Ross, Robert P. St. John. 

CURTIS James Shipley, Mabel G. Burdick. 

DeWITT CLINTON. Donald C. MacLaren, 
Oscar W. Anthony, Aaron I. Dotey, Ellen E. 
Garrigues, Fayette E. Moyer, Charles E. Tim- 
merman. 

EASTERN DISTRICT. Minnie K. Pinch, 
Katherine Meigs, Lou Helmuth, Charlotte Craw- 
ford, Henry E. Chapin, Franklin H. Smith 

ERASMUS HALL. Preston C. Farrar, 
George E. Boynton, Abigail E. Leonard, William 

F. Tibbe*s, Kate E. Turner. 

FAR ROCKAWAY. Eldon M. Van Dusen. 

FLUSHING. Paul R. Jenks 

GIRLS. Loring B. Mullen, H. Elizabeth 
Seelman, 

H. S. OF COMMERCE. Horace G. Healey 
Alfred H. Lewis, George H. Van Tuyl 

JAMAICA. Benjamen H. Thorp, Lydia F. 
Root. 

MANUAL TRAINING. Arthur L. Baker, 
Eleanor R. Baker, Sidney Edwards, Marion 
Hackedorn, Mary A. Hall, Clarence D. Kingsley, 
Charles Perrine, Frederick A. Peters 

MORRIS. Paul B. Mann, Harriet L. Con- 
stantine, Frederick C. White. 

NEWTON. Geoge H. Kingsbury, Alex E. 
W. Zerban. 

RICHMOND HILL. Charles Robert Gast- 
on, Gertrude M. Leete. 

STUYVESANT. T. Harry Knox, Clayton 

G. Duifee, Joseph L. Beha, Stanley A. Gage, 
Charles F.Moore, Ernest S. Quimby, Walter "M. 
Smith. 

WADLEIGH. Helen E. Bacon, Florence 
Middieton. 

WAS1NGHTON IRVING. Idelette Car- 
penter, Mary C. Craig, Elizabeth S. Rose. 

COMMITTEE ON SECONDARY 
' EDUCATION. 

Henry R. Linville; Jamaica, Chairman; L. 
Louise Arthur, Bryant; M. Ellen Barker, Girls' 
Colman D. Frank, DeWitt Clinton; Clarence D. 
Kingsley, Manual Training; A. E. Peterson, 
Morris; Ernest E. Smith, Boys' Louise Thompson, 
Morris. 

COMMITTEE ON TEACHERS' 
INTERESTS. 

A. I. Dotey, DeWitt Clinton, Chairman; A. 
L. Janes, Boys; Sidney Edwards, Manual Train- 
ing; Ida G. Galloway, Washington Irving; Mar- 
garet L. Ingalls, Girls'; James P. Warren, Eastern 
District; A. L. Crosley, Stuyvesant. 

PROMOTION COMMITTEE. 

Albert E. King, Eramus, Chairman; Michael 
D. Sohon, Morris, Lillian M. Elliott, Wadleigh 
James A. Fairly, Commercial, Mary A. Hall, 
Manual Training: Claude F. Walker, Commerce; 
Emma F. Pettengil!, Girls'; John L. Tildsley, De 
Witt Clinton; Jesse Haley, Mortis. 



THE OFFICIAL BULLETIN 



STUDENTS AID COMMITTEE. 

E. W. Weaver, Chairman, Brooklyn Evening 
High School for Men; Gilbert J. Ray nor. Com- 
mercial; Paul J. Abelson, DeWitt Clinton; A. L- 
Pugh, Commerce; Jennie M. Jenness, Girls' 
Henrietta Rodman, Wadleigh; George K. Hinds, 
Washington Irving; Philip Dovvell, Curtis; O. F. 
Ferry, Erasmus Hall; John P. Cahill, Jamaica: 
Charles Perrine, Manual Training; E. M. Wil- 
iams, Morris; H. B. Slater, Newtown: Edward 
F. Lewis, Bryant; Charles S. Hartwell, and Mabel 
Skinner, Eastern District; E. S. Augsbury, Stuy- 
vesant; M. B. Lambert, Richmond Hill; Etta E. 
Southwell, Bushwick; P. R. Dean, Curtis Evening; 
F. H. J. Paul, New York evening; Marie Gurnee 
and Meriel Williad, Washington Irving; Kate 
Turner, Erasmus Hall. 

COMMITTEE ON INCREASE OF HIGH 
SCHOOL ACCOMMODATIONS 

Clarence D. Kingsley, Manual Training, Chair- 
man; Woodward A. Anderson, Washington 
Irving; John A. Bole, Eastern District; George E. 
Boynton, Erasmus Hall; Bertha F. Courtney, 
Bryant; Charles S. Estes, Erasmus Hall; Margaret 
L. Ingals, Girls'; Paul R. Jenks, Flushing; J. 
Herbert Low, Manual Training; Harry K. Mon- 
roe, Bryant; Hawley O. Rittenhouse, Eastern 
District; Henrietta Rodman, Wadleigh; Robert P. 
St John, Commercial; Elizabeth Schutze, Manual 
Training; H. Elizabeth Seelman, Girls'; Louis B. 
Semple, Bushwick; Gilbert S. Blakely, Morris; 
I. A. Hazen.Man. Tr'ng; Philip R. Dean, Curtis. 

COMMITTEE ON CONFERENCE 
WITH COLLEGES. 

Clarence D. Kingsley, Manual Training, Chair- 
man; William McAndrew, Washington Irving; 
James Sullivan, Boys'; James F. Wilson, Stuy- 
vesant; Alexander L. Pugh, H. S. of Commerce; 
John L. Tildsley, DeWitt Clinton. 

COMMITTEE ON RETIREMENT 
LEGISLATION. 

Frederick H. Paine, Eastern District, Chair- 
man; L. Louis Arthur, Bryant; A. C. Bryan, H. 
S. of Commerce. 

COMMITTEE ON SCIENTIFIC 
MANAGEMENT (EFFICIENCY) 

Edward A. Fitzpatrick, Commerce, Chairman; 
Arthur L. Janes, Boys; Harold E. Butterick, 
Brooklyn Evening H. S; L. Louise Arthur, Bryant; 
Geo. M. Falion, Bushwick; A. L. Pugh, W. S. 
Schlauch, S. P. Koopman, Commerce; B. C. 
Gruenberg, Commercial; W. R. Hayward, Curtis; 
H. B. Penhallow, Clinton; Minnie Ikelheimer, 
Eastern District; Kate E- Turner, Erasmus; A. G 
Belding, Far Rockaway; Paul R. Jenks, E. C. 



Hood. Flushing; M. Ellen Barker, Girls; B. H. 
Thorp, Jamaica; 1. A. Hazen, A. C. White, 
Chas. Perrine; Mary J. Bourne, E. M. Williams, 
H. C. Laughlin, Morris; J J. Klein, Richmond 
Hill; A.G. Crossley, E. S. Quimby, Stuyvesant; 
Helen E. Bacon, Rose M. Barton, W. W. 
Clendenin, Wadleigh; David L. Arnold, Wash- 
ington Irving. 

COMMITTEE ON ABSENCES 
OF TEACHERS 

Charles R. Fay, Erasmus, Chairman, Frank H 
Miller, Flushing, William R. Lasher, Erasmus, 
J. Herbert Low, Manual Training. 

COMMITTEE ON GRAMMAR:UNIFORM 
NOMENCLATURE FOR HIGH AND 

ELEMENTARY SCHOOLS. 

FOR FOREIGN LANGUAGES AND 

FOR ENGLISH 

Charles Perrine, Manual Training, Chairman, 
Committee is not completed. Send suggestions to 
the Chairman or to the President. 



General Meetings are planned for 
March 2 and May 4, 1912. 

The Board of Representatives meets 
on the last school Tuesday of the month. 
The dates are October 3 1 , November 
28, December 19, 1911 and January 
30, February 27, March 26, April 30, 
and May 28, 1912. No meetings in 
September and June. 



BIBLIOGRAPHY. 

Teachers will find much of interest 
and inspiration in the following books on 
Industrial Efficiency: 

Carpenter, Charles U, — Profit Mak- 
ing Management. 
Gantt — Work, Wages, and Profit. 
Gilbreth— Motion Study. 
Gillette 6c Dana — Cost Keeping. 
Emerson, Harrington — Efficiency. 
Taylor, Frederick Winslow — Princi- 
ples of Scientific Management. 
— Shop Management. 




tcial Bulletin 

of the High School Teachers Association of New York City 
No. 33 SATURDAY, MARCH 16 1912 

WHAT CONSTITUTES THE TEACHER OF SUPERIOR MERIT? 

This question will be answered by Examiner George J. Smith and Super- 
intendent Edward L. Stevens, and the Principals of our High Schools at the 
general meeting of the Association, 1 1 A. M., Saturday, March 16, 1912, at 
the High School of Commerce. 

This meeting will be the third of the year devoted to the study of efficiency. 
In the first, Professor Judd discussed the methods of testing efficiency. In the 
second, Mr. Harrington Emerson discussed the principles of scientific manage- 
ment. This meeting will consider the ideals of the teacher and of the school. 
For the last general meeting we announce with pleasure that 

On May 28 Prof. Paul H. Hanus, chairman of the Committee of School 
Inquiry, will address us. 

William T. Morrey, President. 

Agnes Carr, Secretary. 

DEPARTMENT MEETINGS. 
Department meetings, beginning at 1 A. M., precede the general meeting. 

Ancie.nl Languages — Room 217, Miss Ruth M. Prescott, Far Rockaway H. S., Chai-- 
man. Latin Composition — "What the Colleges Have a Right to Demand." Prof. Gonzales 
Lodge will speak informally and there will be genera! discussion. 

Biology — Room 301, Dr. Henry R. Linville, Jamaica, H. S., Chairman. C. W. Hahn, 
Secretary. Review of recent text-books in Biology. 

Dr. A. J. Grout, Atkinson's High School Botany. 

Miss F lorence W. Slater, Bergen and Caldwell's Practical Botany. 

Miss Kate Hixon, Bigelow's Applied Biology. 

Miss Carolyn P. Swett, Hunter's Essentials of Biology. 

Other text-books if lime permits. 

Boo^eeping — Room 303, G. H. Van Tuyl, Chairman. Dr. Edward J. Clapp of the 
New York University School of Accounts and Finance will speak on "The Teaching of 
Salesmanship. ' There will also be an exhibition of maps and other illustrative materials for 
use in Commercial Geography. 

History and Economics — Room 205, Miss Antoinette Lawrence, Jamaica H. S., 
Chairman. "How the Modern History Course Actually Works Out in Practice." A dis- 
cussion of experiences. 

Mathematics— Room 304, Mr. Albert E. King, Principal P. S. 83, Brooklyn, Chair- 
man. "Efficiency in the Geometry Room," by A. Latham Baker, Manual Training H. S. 

Modern Languages — Room 401, Miss Nannie G. Blackwell, Washington Irving H. S., 
Chairman. 

Tests of efficiency in modern language teaching in New York City High Schools. 
Symposium — A contribution asked for from Modern Language Department of each 
High School. 

Physiography — Room 105B, Mr. Kirk W. Thompson, Jamaica H. S., Chairman. 

Mr. Anthony Fiala, Secretary of the Arctic Club of America will talk on plotting 
positions geographically on the Polar ice. He will bring with him a sextant, an artificial 
horizon and an ephemeris with which to illustrate his talk. 

Shorthand — Room 216, Mr. Horace G. Healy, H. S. of Commerce, Chairman. 

Mr. Chas. E. Smith of the Underwood Typewriter Co. will discuss "Methods of 
1 eaching Touch Typewriting in High Schools." 

CONTENTS OF THIS BULLETIN. 
Announcement of March 16 General Meeting. • 

Department Programs for the March 16 Meeting. 
Minutes of the January 30, 1912, Meeting of Representatives. 
Minutes of the February 27, 1912, Meeting of Representatives. 
OiT.cers of the Association. 



2 THE H. S. T. A. BULLETIN 

"Principles of Scientific Management" by Harrington Emerson. 

Recommendations of the Conference Committee on the Course of Study to the Hanus 
Committee of School Inquiry. 

Report of Students' Aid Committee. 

MEETING OF REPRESENTATIVES, JANUARY 30, 1912. 

The minutes of the previous meeting were read and approved as read. 

Report of membership by schools. 

Dr. Mullen reported a balance in treasury of $382.91. Total number of members, 381, 
with nine high schools to hear from. Membership exceeds by 76 that at the same time 
last year, which reached 670. 

Mr. Payne, Chairman of Committee on Retirement Legislation, outlined the details of 
the pending pension bill. Questions and discussion followed. Mr. Paine suggested that 
the representatives present ascertain the sentiment in their respective schools and report the 
same to him. 

Mr. Kingsley, Chairman of the Committee on Increase of High School Accommoda- 
tions, reported that high schools were in sight for East New York and the Bronx, as recom- 
mended in Superintendent Steven's annual report. 

President Morrey announced that this committee would be reorganized. 

Mr. Kingsley, as Chairman of the Committee on Conference with the Colleges, read 
an extract from the report of President Burton of Smith College, advocating more flexible 
high school courses and the acceptance of such by the colleges. 

Mr. Weaver, Chairman of the Students' Aid Committee, reported. (See elsewhere in 
Inis bulletin.) 

Dr. Fitzpatrick, Chairman of the Committee on Scientific Management, outlined in a 
clear and interesting manner, the topics his committee would deal with in their discussion 
and investigation of high school efficiency. Discussion followed. 

It was affirmed that the Hanus Committee desired a committee of the High Schoof 
I eachers' Association to confer with it in its present investigation. It was moved, seconded 
and carried that a committee be formed at the discretion of the President, to represent the 
High School T eachers' Association before the Hanus Committee. 

The meeting adjourned at 6 P. M. H. E. Seelman, Secretary Pro Tern. 

MEETING OF REPRESENTATIVES, FEBRUARY 27, 1912. 

Minutes of the January meeting were read and approved. 

President Morrey announced that Mr. Emerson's address would appear in the next 
bulletin instead of waiting to be issued in the Year Book. Attention was called to this 
policy. 

Mr. Dotey, Chairman of Teachers' Interest Committee, resigned from chairmanship 
on account of pressure of school work and illness. His resignation was accepted. 

The program of general meeting was referred to whether department meetings should 
precede or follow the meeting of the entire body. No action taken. 

Mr. Kingsley reported for Conference Committee on Course of Study appointed to 
confer with the Hanus Committee on Scientific Investigation of Schools. At the first con- 
ference sixteen were present. A number of questions were discussed resulting in entire agree- 
ment on the need of greater flexibility in high school course. No desire was expressed to cul 
out subjects already in course but several more seemed urgently needed. The committee 
was enlarged to fifty-seven, of whom forty were present at the second meeting. At this 
meeting a sub-committee was appointed to put its recommendations into shape to be submitted 
to full committee. Mr. Kingsley read to the Representatives his preliminary draft of the 
report of the sub-committee. There was much discussion with regard to five-subject or four- 
subject courses, and requirements for high school work. 

Meeting adjourned at 5:50 P. M. Agnes CaRR, Secretary. 

DIRECTORY FOR 1911-1912. 

President — William T. Morrey, Bushwick. 
Vice-President — L. Louise Arthur, Bryant. 
Secretary — Agnes Carr, Morris. 
Treasurer — Dr. Loring B. Mullen, Girls. 

Additional Members of Executive Committee — H. Elizabeth Seelman, Girls; Aaron L 
Dotey, DeWitt-Chnton, and Clarence D. Kingsley, Manual Training. 

Chairmen of Committees. 

Absences of Teacher — Charles R. Fav, Erasmus Hall. 

Conference tvilh Colleges — Clarence D. Kingsley, Manual Training. 

Grammar Uniform Nomenclature — Charles Perrine. 

Increasing High School Accommodations — Gilbert S. Blakely, Morris. 

Promotion Committee — Harold E. Buttrick, Boys. 

Retirement Legislation (Pensions) — Frederick H. Paine, Eastern District. 



THE H. S. T. A. BULLETIN 3 

Scientific Management — Dr. Edward A. Fitzpatrick, H. S. Commerce. 

Secondary Education — Henry R. Linville, Jamaica. 

Standardization of Reports, Forms and Blanks — Harry B. Penhallow, DeWitt Clinton. 

Students' Aid — E. W. Weaver, Boys and Brooklyn Evening School. 

Teachers' Interests — Paul B. Mann, Morris. 

SCIENTIFIC MANAGEMENT AND HIGH SCHOOL EFFICIENCY. 

By Harrington Emerson, Efficiency Engineer. 

December 9, 191 1 

Ladies and Gentlemen of the High School Teachers' Association: 

I regard it as one of the most fortunate events of my life that when I was 
very young, and perhaps ought still to have been going to school, I had the 
opportunity to become a teacher in one of the younger western state universities. 
What I there learned in managing boys and girls has stood me in good stead 
ever since. Your president was kind enough not to mention that my career as 
a university professor came to a sudden and permanent end. The faculty was 
divided into two sides: the younger men and the older, the radicals and the 
conservatives. The radicals were very strenuous, but the older men were more 
skillful, and at one of the meetings of the regents all the younger men were 
requested to depart. I was one of them, another is one of the most famous 
professors at Columbia ; others have since made their way in name and fame. 
I am proud to say that as a result of the work of men, of whom I was one, 
that state university has become one of the great institutions of our country. 

I also regard it as fortunate that when I was still young I was forced out 
into a cold world and made to earn my living in competition with others. I 
found that what I had learned in the management of boys and girls was appli- 
cable to the management of men and women in every walk of life, that the 
fundamentals of organization which underlie the development of a great state 
university apply equally to the management, administration and development of 
ali institutions of learning. They apply not only to schools and universities, but 
also throughout all life. Those fundamental principles are universal. 

There are certain fundamentals that underlie, our whole life. Each living 
animal must breathe or the individual dies in a short time. Each individual must 
have rest or it dies at the end of a very short time. Each individual must have 
food, or it will die. Each individual must not exceed very narrow temperature 
limits or its life ceases. One can spend a life time and not know all there was 
to know about any individual animal or insect. 

You know the practice of teaching far better than I do. I shall talk only 
about the fundamentals of those educational matters which are similar to all 
other activities, and I shall have succeeded if I make each one of you realize 
that this is a part of the universal problem, and that if you grasp these essentials 
you can apply them everywhere, not only here to school life, but to everything 
human. 

I am to talk on efficiency, and I shall begin by telling you three things that 
efficiency is not. Nine-tenths of the people who have heard of efficiency con 
iound it with one of the three things that efficiency is not. 

First — Strenuousness is not efficiency. Strenuousness is the accomplish- 
ment of a slightly greater result by a very much greater effort. Efficiency is the 
accomplishing of a very much greater result by very much less effort. 

A man can walk easily three miles an hour. If I were to assign a task 
tor the man, about the maximum that he could perform, I would say four miles 
an hour, for perhaps six hours a day, and give him a choice of walking ,three 
miles an hour for eight hours a day, making a total of twenty-four miles a day. 
That is quite enough for any man to walk day in and day out. Let us consider 
the case of a postman or a messenger. Suppose that I place a piece rate of ten 
cents a mile. The normal daily wage of the walker would be $2.40, and this' 



4 THE H. S. T. A. BULLETIN 

would encourage some man to walk five miles an hour during the six hours, 
accomplishing thirty miles in the course of the day, thus earning $3.00. Five 
miles an hour is too much for anybody to walk. If I should walk five miles an 
hour I would want to rest a week. 

When the man wants to walk more than four miles an hour, I would give 
him a bicycle, the slow speed of which is ten miles an hour. This speed is 
more than twice as great as the most strenuous speed for the walker. The man 
on the bicycle can speed up to twelve miles an hour, then to fifteen miles an 
hour. There is one man who rode 390 miles in less than twenty hours, more 
than twenty miles an hour for the whole time he was on the road, the extreme 
of human endurance. He had prepared months in advance and rested weeks 
afterward. That is strenuous riding of the bicycle. But by the time my bicycle 
rider had come up to twelve or fourteen miles an hour, I would give him a 
motorcycle, and I would station policemen at the cross roads to prevent him 
from exceeding the speed limit. The difference between strenuousness and effi- 
ciency is thus indicated. 

I have seen Egyptian girls digging the earth with their bare hands, the only 
implements being their fingernails, and it took a long hard day's work to accom- 
plish a very small result. I have seen also on the western prairies, several modern 
engines dragging a gang plow of fifty-one shares, turning over a section of land 
in thirty-six hours. That plow could do more work in thirty-six hours than 
ten thousand girls could accomplish with their fingernails in the period of their 
lives, and yet the girls with their fingernails were working strenuousnessly, and 
the men with the plow were doing what might be called gentlemen's work. 

Recently I went to see a series of bee-hive ovens, with openings in the top. 
They were red hot. The soft coal was dumped down into them, the ovens 
were sealed, and the soft coal was distilled. It leaves only the coke behind. 
When the poisonous gases are driven out it is necessary to empty the ovens by 
manual labor. The ovens are still very hot, and poisonous gases are yet being 
driven from the coke. After I saw this they took me to see ovens on one side 
of which was a machine that leveled the coal with two or three strokes. When 
the coal had been distilled and the poisonous gases driven out, another machine 
pushed the whole lot of coke out at one push, and then the other machine- 
pushed in and loaded the coke. I asked the tender of this engine what the men 
who were working on the first ovens received for their work. He said that they 
received $1.50 a day. I asked him what these men got who tended the ma- 
chines. He said this was gentleman's work, and that they received $2.50 a 
day. It was gentleman's work, work I would have found pleasure in doing- 
Here is another example of the difference between strenuousness and efficiency. 
The rooster, when you chase him, flutters from his dung hill over a low 
neighboring fence and is easily caught in some corner. He is strenuousness. 
If his ancestors ever knew how to fly, they forgot it long ago. The eagle, who 
soars hour after hour, in the blue air and never flutters a pinion, is efficient. 

The Chinese woman who bears ten children and only raises two of them 
to maturity is strenuous. 1 he condor who lays a single egg once in several 
years and brings up each of its young, until it knows how to fly, is efficient. 

Secondly — Efficiency is not system. There is very much confusion regard- 
ing efficiency and system. I illustrate this by a story of the Spanish-American 
War. 

A young doctor was sent to Cuba. He went to a hospital and found men 
dying of wounds, of typhoid, of yellow fever. There was no quinine or other 
medicine, and no dressings, and in a frenzy of anxiety and eagerness he wrote 
a requisition and sent it to Washington, and paced up and down waiting for 
the return of the vessel with the supplies which would save the lives of these 
soldiers. When the vessel came he could not find his package. He could 



THE H. S. T. A. BULLETIN 5 

scarcely believe it. He hunted around and after a while went back to his office 
j «w/f re an ° fficml envel °P e awaiting him. He opened it. The letter 
stated: What you ordered requires Form 23 and you have written the requi- 
sition on horm 25. Please make it out again on the correct form and send 
il to us. 

For the second time he made out his requisition and sent it in, this time 
with no such anxiety, with less eagerness, with less hope. He awaited the return 
ol the vessel. At the end of the two weeks he was not surprised as much as the 
nrst time when he found no package. He went back to his office and found an 
omcial envelope, and read: "If you had properly observed the regulations 
you would have found that you should have summarized your figures in column 
X ™>t m column 7. Please correct the requisition and send it in and we will 
nl it. And after that, the young doctor lived not to save the lives of the 
soldiers m the hospitals but solely to make out requisitions in accordance with the 
red tape of the government. He had been diverted from an efficient surgeon 
to a systematized one. 

Efficiency has made it possible to meet new conditions in a new manner. 
System therefore should always be subordinated to efficiency. Throughout the 
world it is not. Disorderly souls have been guided by strenuousness, and system 
has taken a hand and accomplished a great deal, but to-day efficiency has to 
make its way against the opposition of the strenuous, and against the much more 
dangerous opposition of the systematic. 

Thirdly— Efficiency does not primarily rest upon intensified use of such 
crude instruments as ZflnJ, labor and capital; but it rests upon ideas and the use 
of imagination. Efficiency is therefore imaginative, not strenuous and not sys- 
tematized Efficiency ,s that gift which enables us by intensified thinking to 
accomplish a maximum with the least effort and the least waste 
Is your work as teachers strenuous? If so it is not efficient 
Is your work as teachers systematized? If it is it cannot be efficient 
Does it depend on your school buildings, on the toil and labor of manv 
teachers, on your books? If it does it cannot be efficient 

*«« A k <T l fr U h ° W I htT* When ! am Called into a P lant to g^ e 
them the benefits of efficiency. There are four essentials that apply in every 

1. The first are the aims or the ideals that must be definite and 
clear, but not strenuous, systematized or materialized. 

2. There must be an organization, to attain or maintain all the 
ideals. 

°>. Equipment, with which the organization can attain and maintain 
these ideals. 

All these mean but very little unless the plant has : 
q l c . S - r ° n§ executive ' who is able to carry them out 
usl 7° thmS We do is to ask the manager: "What are your aims^ 

S KIT™ t0 ^ Sha " l teH ^ ° r WiU y ° U te » - what you are 

Ore ^ S r UalIy W K CI \ We 8 ° "5 3 , eW Pknt WC find that the ideaIs ^ not clear. 
One man may be trying to do three or four different things at the same time 
He may be trymg to sell the largest quantity of mediocre goods, a perfectly 

quaS ofWh if" tlmC hC R may Chan§e his mi " d and ^ to se » " 
quantity o high quality goods. But we want his statement of what he is trying 

LeXls ' USe thC Wh ° le mana ^ me » t of ^e business will depend u'pon 

Hon iXZh^TVl^T ^ 01 ™- , W l general! y find that the orgamza- 
ect t^ P f LlkC T ° PSy ' !t *? Wed - We find that it is lop-sided, imper- 

o he^de^r Tnl trymg 1° ^i 3 §reat many thi ^ S that do "°t belong 
thrir department. Other men have been misplaced. We may find that the 



6 THE H. S. T. A. BULLETIN 

organization is dominated by relatives, with no reference to their ability or 
integrity, and that the organization can neither maintain nor attain the best 
ideals. 

We next investigate the equipment. What is the equipment that has been 
given to the organization with which to accomplish results? The equipment 
consists of men, materials, money, machines and methods. If for instance I were 
expecting to start an automobile factory in Argentine, I would first get up an 
organization that would carry on the business, and then, what is far less impor- 
tant, would provide the equipment. To do this we must have money, men, and 
materials. These we must get, or we cannot do business. 

Finally we come to the main requirement — a strong, able executive, an 
individual, or it may be a board or a committee. A strong executive maintains 
the aim, and inspires the organization. 

In these matters plants are generally defective, and the conditions cannot 
be rapidly changed. Assuming, however, that we find a satisfactory condition, 
we next apply the twelve principles of efficiency. 

Take, for instance, a bank burglar. I tell him that the first principle is 
that of a high ideal. I ask him if his ideal is compatible with the first principle 
of efficiency, a high ideal. 

The second principle of efficiency is common sense, good judgment. I ask 
him if it is compatible with common sense to choose as a profession bank 
burglary. 

The third principle of efficiency is competent counsel. I ask him where he 
got counsel to the effect that the business of breaking into banks is a good one. 

The fourth principle is discipline, which means the welfare of society. I 
ask him whether breaking into banks is compatible with discipline. Discipline 
plays a part only when the burglar is caught red-handed and sent up. 

The fifth principle is the fair dealing. I ask him whether breaking into a 
bank is a fair deal. 

If at the very start of his business a man neglects the five first principles, 
how can we apply for him the other practical principles: 

(6) Standard records. 

(7) Planning. 

(8) Standard conditions. 

(9) Standardized operations. 

(10) Standard instructions. 

(11) Standard schedules. 

(12) Efficiency retvard. 

Then we come down to organization, and we apply to each part the same 
test of the twelve principles. We apply it to the aim. We apply it to every 
man and to every movement, and after we finish with the organization we apply 
the same twelve principles to the equipment — to each machine, to all the mate- 
rials, to all the methods. Then we go to the executive, and we apply to him 
the twelve principles. 

By the time we have made this survey, the whole organization looks to us 
like a sieve. There are holes in it everywhere, some of them large, some of 
them small. The first thing to do is to stop the larger leaks, then we stop the 
lesser leaks, and we keep busy until all the leaks are stopped. Trying to increase 
the efficiency of a plant with a sieve-like organization is like carting water in 
a pail filled with holes. You cannot carry it very far. This is the manner in 
which the principles of efficiency are initially applied. 

We consider the rest of the problem under three simple categories : 
( 1 ) Materials or supplies. 

(2) Personal services. 

(3) General charges. 

In vour school work the materials do not count for very much In rnonev 



THE H. S. T. A. BULLETIN 7 

The personal service bill is the largest element, and the equipment charges might 
amount to a considerable item. Now for every item of material, for every item 
of personal service, and for every item of equipment charges, there are four 
different efficiencies. These four different efficiencies stand to one another in a 
dependent sequence and this results in efficiency being tremendously low in the 
end. 

If a man should lose in Wall Street half his fortune, and to-morrow he 
should lose the half of what remains, and the next day half of that, he would 
very soon come to a very small number of dollars. 

I went to England to sell a large Western mine in which some of my 
friends were interested. A man had cabled to me to come over at once. I 
had been offered a large commission ($100,000) if I should succeed in selling 
the mine. I met the young man at the railroad station. He asked me about 
the mine. He said, "I have a friend. He is a solicitor. I will introduce you 
to him and he will immediately place the mine. Do I get half the commission?" 
I said. "Yes." So now I was down to a $50,000 basis. He took me down 
to the solicitor. All the papers were looked over. A new statement was pre- 
pared, and he said, "Now, next week, Monday, I will meet you in London. I 
have a friend who puts these things through. By the way, do I get half the 
commission?" I said, "Yes, I will give you half of what is coming to me. I 
was down to $25,000. I met him in London and he took me to another solici- 
tor, who punched a number of holes in the proposition, showed me that there 
were other better mines for sale in New Zealand, in Australia, in all parts of 
the world, and that my proposition was no better than the others. He then said: 
"We can put this proposition through; it looks favorably to me. By the way, 
do I get half the commission?" I said, "Yes." I was now down to a $12,500 
basis. Two days afterward he took me down to see Mr. Wright, one of the 
great promoters in England. Mr. Wright said to me, "Mr. Emerson, you are 
wasting your time in London. You cannot float the best gold mine. There is 
no market for American securities. I advise you not to wait a day. Take this 
up some day in the future, not now." I came back with the mine unsold. Had 
he taken me up my commission would have shrunk still further. This illustrates 
dependent sequence, half and half and half. 

For every article and material equipment there are four efficiencies. 
There is: 

(1) Efficiency of Price. (2) Efficiency of Supply. (3) Efficiency of 
Distribution. (4) Efficiency of Use. 

I can illustrate this best by railroad time tables. One of the great railroad 
purchasing agents said that by proper looking around he had been able to reduce 
the cost of the printing of the time tables 30 per cent. Therefore, the efficiency 
of that printing was only 70 per cent. A great many more time tables are 
printed than there is necessity for. Many of the time tables are not taken away 
from the printer. I remember looking over some of the books. There was an 
over-supply. The amount of the bill was very high. We will assume that the 
efficiency of the supply was 80 per cent. Now, these time tables were dis- 
tributed everywhere. When you only wanted a leaflet, you had to take the 
whole time table. This illustrates inefficiency of distribution. That is found 
to be as low as 50 per cent. I frequently forget what I have looked up and 
get another time table. I always take two or three. The efficiency of use oi 
the time table is extremely low. Multiply 70x80 (the first two efficiencies) and 
that brings you down to 56 per cent. Multiply that by 50 and you get down to 
28 per cent., and thence to 14 per cent. Remember, too, that the cost of mak- 
ing time tables amounts to as much as the bill for the renewal of steel rails. 

The same principles of efficiency apply to labor. 

I went to a New England textile mill, and they took me through the ma- 
chine shoD and throueh the deDartments of textile work. When I returned the 



8 THE H. S. T. A. BULLETIN 

superintendent said, "What do you think of it?" I said, "I do not think that 
your machine shop is very efficient. " Immediately they took offence. The 
master mechanic said, "This is a repair shop. Do you realize its purpose? It 
is our duty to repair all the machinery that breaks down. It does not make 
any difference what it costs. We cannot put in a lot of records, planning and 
efficiency rewards, and all that stuff. We must keep the mill going." 

Before I had a chance to reply, the president said, "Let us go into the 
machine shop, that you may show me what you mean." 

It is naturally not easy to point out a concrete case of inefficiency, but I 
went with him and stopped at the first machine. I watched it for a minute or 
so. There was a little steel plate to be shaped, and the tool was making a long 
stroke back and forth, cutting air three-quarters of the time and metal one- 
quarter of the time. The efficiency of the stroke was only 30 per cent. The 
tool was moving very slowly back and forth. There was no reason why it 
should not have been going like a sewing machine. The efficiency of speed was 
only 33 per cent. They had a diamond-pointed tool that was taking off only 
a sixty-fourth of an inch, almost as fine as a human hair. I could not see why 
they could not take off an eighth of an inch. The efficiency of feed was only 
25 per cent. They were taking four cuts where two cuts would have been suffi- 
cient, a roughing cut and a smoothing cut. The efficiency of the number of 
cuts was 50 per cent. You multiply 33x30 and you get 10 per cent.; multiply 
that by 25 and you get TL l / 2 per cent.; then multiply that by 50 and you get 
1 V4 per cent. In this repair shop a machine was taking eighty times as long 
as it had any business to take. I then said, "The way you are running this 
shop makes anything possible. In your shop the machines are cutting air three- 
quarters of the time, the tool is taking off but one sixty-fourth of an inch and 
taking four cuts where two would be sufficient." This illustrates the dependent 
sequence as related to machine labor. 



fliis is a general outline of the modern teaching of efficiency. We are 
just on the threshold of the work. When we go into a plant, we properly and 
rightly tell the proprietor that we know the state of the art up to the present,, 
that we can give him the best help that modern knowledge affords in putting his 
plant on an efficient basis. But when we come back to our own office and we 
face the other way and look at the problem as it stretches out before us, we see 
that we are just on the threshold of knowledge, that the fog is gradually lifting. 

The efficiency of the material, the efficiency of the wage earner, the effi- 
ciency of the equipment, the efficiency of the ideals of organization, and of the 
executive — may not be as important in the future as certain dawning possibilities. 
We are just beginning to study the difference between energizing work and ener- 
vating work, and particularly the difference between men and women taking 
up work they are not fitted for, and taking up work for which they are fitted. 

Let us begin with the latter problem. Suppose that I wanted to develop 
a race horse. If I should supply the best kind of kite track, if I should bank 
the curves and elevate them mathematically, if I should construct the best kind 
of a sulky, and if some skillful blacksmith would make the proper kind of shoes, 
and a harnessmaker the best harness, and if I should have the best kind of a 
stop-watch, that would record the one-hundredth part of a second, if I were 
working on some ordinary plug of a horse, I should not accomplish as much as 
if I had no track but a country road, no wagon but a spring wagon, no harness 
but an ordinary harness, but had a thoroughbred to begin with. The differ- 
ence between what a man can do when he is adapted to his work and what he 
can do when he is not adapted to his work is almost infinite. 

There is an old German saying that every barber is a conservative and 
every tailor a radical. The barber, shaved each customer's face, dressed the 
customer's hair, fixed his wig, looked after his dress, and bled him, acting as 



THE H. S. T. A. BULLETIN 9 

surgeon as well as barber. He was busy on his feet all day, talked about the 
latest news, and discussed topics of the day. When a man of that kind went 
home he was thoroughly satisfied to become a peaceful citizen. But the tailor, 
who sat all day long with his legs crossed sewing, when he finished his work, 
had to go out and raise a disturbance of some sort to let out the accumulation 
of the fatigue poisons he accumulated in his work. The tailor's work is enervat- 
ing. 

A man from Cincinnati went into a mill in New England, and said to 
the owner: "There is the department from where all the troubles begin! Those 
men are disorderly. They start up the strikes. They are bad family men." 
The owner of the plant said, "That is perfectly true, but how do you know." 
The reply was: "The condition of the work is such that it is impossible that 
they will be otherwise. It is so noisy that these men cannot even hear each other. 
Necessarily, they have accumulated such an amount of fatigue poison that it is 
impossible for them to settle down and lead peaceful lives." Their work instead 
of being energizing was enervating. 

To close, I shall tell you an anecdote in which efficiency work is shown. 
I went into a large mill in Cincinnati in which the girls had been very difficult 
to discipline. They left; they did not stay. They were troublesome; they were 
disorderly and the superintendent, who was wise, one morning put a large 
Maltese cat in the room and when the girls came around they did not know how 
the cat got there and adopted it as a pet. The superintendent said that the cat 
had better be removed. The girls wanted to keep the cat. When I came in 
I saw the cat on a shelf and the cat jumped off and went to one of the girls. 
The girl stopped her work and gave the cat to the next girl and passed it all 
around. This gave the girls a rest of two or three minutes. Then the cat went 
back to her place. This time had been sufficient to stop the accumulation of 
the fatigue poisons. This difference of two or three minutes made all the differ- 
ence in the world. 

This subject is tremendous. You must feel it for yourselves. 
SUMMARY OF ANSWERS TO QUESTIONS. 

The success of a school depends on the executive, and executive ability 
in the highest authority is more important than lower down the line. Executive 
ability is always and everywhere valuable. 

The executive must have definite aims and must have a suitable organiza- 
tion, he must have equipment. The child, the parent, the teacher, the principal, 
the superintendent is each an executive as to respective parts of the work, and 
the clashes between different ideals caused tremendous loss. 

Shall the type of management be strenuous, shall it be systematic, shall it 
be efficient? Consider the possibilities of waste of the child who is efficiently 
trying to pursue the ideal of a good time and the teacher who is with systemat- 
ized strenuousness pursuing the ideal of a curriculum. 

Schools are tremendously inefficient, not because everybody does not work, 
but because there is no accepted ideal for any executive from child up to super- 
intendent to play and work up to. 

BIBLIOGRAPHY. 

"Profit Making Management," Charles U. Carpenter; "Work, Wages ,and Profit,' 
Gantt; "Motion Study," Gilbrelh; "Cost Keeping," Gillette & Dana; "Efficiency," Emer- 
son, Harrington; "Principles of Scientific Management — -Shop Management," Frederick 
Winslow Taylor. The subject is also discussed by Benjamin C. Greenberg in the January 
and February numbers of The American Teacher. 

THE STUDENTS' AID COMMITTEE. 

1Tie Committee in conjunction with the Department of Sociology of the Brooklyn 
Institute and the Brooklyn Teachers' Association has arranged for a general conference or. 
Vocational Guidance on March 19th at 8 P. M., at the Academy of Music, Brooklyn, near 
Fiatbush Avenue Subway Station. 

The committee has in the hands of the printer the following: 



10 THE H. S. T. A. BULLETIN 

"Choosing a Career for Boys, fourth edition. 

"Choosing a Career for Girls," second edition. 

"Occupations Connected with the Domestic Arts. 

"Industrial Chemistry for Girls." 

"The Effect of Education on Earning Capacity." 

Copies of these will be furnished free to members of the association applying before 
printing. Those in excess are for sale. The receipts from outside sales have paid for the 
printing of these bulletins. 

Small quantities of the following can be secured: 

"Accountancy and the Business Profession," 10 cents. 

"The Civil Service," 5 cents. 

"Opportunities for Boys in Machine Shops, ' 2 cents. 

"Applying for Work," 2 cents. 

"Country Vacation Work," 2 cents. 

"Vacation Excursions for Yqung People," 2 cents. 

"List of Special Training Schools," 1 cent. 

"The Vocational Adjustment of School Children," 10 cents. 
The following can no longer be supplied: 

"Does an Education Pay?" 

"Report on School Incentives." 

"Reports of the Work of the Committee." 

"Directing Young People in the Choice of a Vocation." 

The United States Department of Labor reprints an interesting bulletin on Vocational 
Guidance from the twenty-fifth annual report of the department. Copies can be secured free 
by early applicants. 

E. W. Weaver, Chairman. 

25 Jefferson Avenue, Brooklyn. 'Phone, 1377-M-5 Prospect. 

REPORT OF CONSULTATION COMMITTEE OF SIXTY. 
HIGH SCHOOL TEACHERS' ASSOCIATION, 
To the Committee on School Inquiry: 

In accordance with your request, we submit herewith a statement of our 
recommendations concerning the "General Course" of study for the high schools 
of New York City: 

1 . We commend to your consideration the detail suggestions contained 
in the final report of the "Committee on the Revision of the High School Course 
of Study" (Dr. W. H. Eddy, High School of Commerce, Chairman), as 
contained in the Year Book for 1910-1911, just issued. This report is the 
result of three years of careful study by a large committee of our Association. 

2. REQUIREMENTS FOR GRADUATION. We recommend 
that the requirements for graduation be substantially those contained in the report 
of the Committee of Nine of the National Education Association, including the 
recommendation contained in the supplementary part of said report. 

3. FLEXIBILITY. We recommend that far great flexibility be intro- 
duced into the general course. To this end we recommend that no subjects now 
given be eliminated and that the following subjects be introduced as electives : 
Introductory Social Science, Economics, Manual Training, Commercial Sub- 
jects, Household Economics, Theory of Music, Elements of Engineering, 
Advanced Drawing, and, in general, under proper restriction, such other subjects 
as may be demanded by a reasonable number of students, and for which there 
are qualified teachers in the school. 

We further recommend that the subjects introduced shall be made equiva- 
lent in intensity and in amount of work required, to that required in the other 
subjects in the general course. 

4. INTENSITY. We concur in general with the present tendency in 
educational theory favoring greater concentration upon fewer high school sub- 
jects. At present many of our students are reauired to carry six or more sub- 
jects at once. This leads to distraction, superficiality, and the violation of many 
principles of "efficiency." Among the objections to fragmentary courses occur- 
ring two or three periods per week, we would mention : 



THE H. S. T. A. BULLETIN 1 1 

( 1 ) Personal contact of teacher and pupil is very superficial. 

(2) Excessive strain is imposed on teacher by reason of the large number 
of different students with whom the teacher must become acquainted, 
and this strain is not sufficiently recognized in the assignment of 
work to teachers. 

(3) Programs are very complicated and often impossible, and the 
equalization of classes is retarded or prevented. 

(4) Clerical work is increased. 

(5) Discipline is weakened. 

To obviate the above difficulties, it is sometimes proposed to adopt a 
FOUR SUBJECT PLAN whereby each student would take only four sub- 
jects each term and each subject would occur each day in single prepared or 
double unprepared periods, or a combination of the two. This plan would over- 
come all of the foregoing difficulties. It is substantially the plan in practice in 
many of the best high schools of the United States. It makes possible the offer- 
ing of many electives without entailing as much difficulty as is found under our 
present heterogeneous time allotment. But serious difficulties would arise under 
this four subject plan, for one subject must be English, and a second subject for 
most students would be a foreign language, thus restricting a student to the 
choice of two subjects from Mathematics, History, Science, Mechanic Arts, 
Commercial Branches, and Household Economics. All but two of these sub- 
jects would have to be omitted from each student's program, or one subject 
taken one year and one subject another, thus breaking continuity. Among these 
subjects, Mathematics and Science would be given most of the field, History 
would suffer, and the election of Mechanic Arts, Commercial Branches, and 
Household Economics would be unduly discouraged. 

There is, however, a practical means of escape, namely, the adoption of a 
FIVE-SUBJECT PLAN, whereby each student would take five subjects and 
each subject would be allotted four hours of prepared work or a correspondingly 
larger number of hours where part or all of the work is unprepared. Under 
this plan the student who takes a vocational subject would also take four aca- 
demic subjects. A larger number of subjects would then occur in uninterrupted 
sequences. Moreover, a student deciding to specialize in vocational work, could 
then take two-fifths of his work vocational and still keep three academic subjects. 
The five subject plan with 32 periods in the week permits more flexibility in 
the program than can be secured in the four subject plan with 30 periods in 
the week. The double laboratory period is less obstructive under the five subject 
plan than under the four subject plan. 

WE THEREFORE RECOMMEND THE FIVE SUBJECT PLAN. 

5. FIRST YEAR SUBJECTS. We recommend that students of the 
first year be required to take: No. of Periods. 

( i ) English 4 prepared 

(2) Introductory Social Science 4 prepared 

This course should include: Local Government, Local 
Industries, Study of Vocations, and Current Topics. This 
course snould make specifically for good citizenship, assist 
the student when he comes to select a vocation, and empha- 
size the value of a thorough schooling. 

and be allowed to choose three of the following: 

(3) Introductory Natural Science, based largely on Biology 4 prepared 

(4) Algebra 4 prepared 

(5) Latin or a Modern Language 4 prepared 

(6) Household Economics (for girls), including Freehand Draw- 

ing as applied to the decoration of the home — equivalent to 4 prepared 

(7) Mechanic Arts (for boys), including Shopwork, supplemented 

by recitation and Mechanical and Freehand Drawing — 

8 unprepared (or equivalent in prepared and unprepared) 

(8) Commercial Subjects (for boys and girls), including Freehand 

Drawing as related to commercial interests — 8 unprepared or equivalent. 



12 THE H. S. T. A. BULLETIN 

The committee recommends that the student be advised to elect Intro- 
ductory Natural Science. 

In addition to the above all students should be required to take two periods 
of Physical Training, one period of Music, and one period of Oral English. 

Students not taking either (6) Household Economics or (8) Commercial 
Subjects, should probably be required to take two periods of general Free-Hand 
Drawing. 

If this plan is adopted and the numbe'r of hours in first-year English, Alge- 
bra, and Foreign Language is reduced from 5 to 4, of course It would be neces- 
sary that the amount of work required of students in each of these subjects in 
the first year, should also be materially reduced. 

6. SECOND, THIRD AND FOURTH YEAR SUBJECTS. 
English should be required throughout the course, four periods per week. In 
the last year students taking Commercial Electives might well be offered an 
alternative course in Commercial English. Four years of work should be offered 
in each of the following: 

(1) Latin and German. 

(2) Mathematics. Surveying or the Elements of Engineering should be offered with 
ample opportunity for field practice and office computations. 

(3) Natural Science, including electives in Physics two years, Chemistry, Physio- 
graphy, Agricultural Science and Household Chemistry for Girls. 

(4) Social Science, including History of last 150 years, History up to last 150 years, 
American History and Civics, Economics. 

(5) Mechanic Arts (including Shopwork, supplemented by rtcilalions and lectures) 
and Mechanical and Freehand Drawing. In this department opportunity should be offered 
in the last two years for special students to take double the usual amount of Mechanic Arts. 

(6) Household Economics, including recitations on Household Accounts, Purchasing 
and Dietetics; and Freehand Drawing and Art Appreciation as applied to the decoration 
of the home. 

(7) Stenography, Typewriting, Bookkeeping, Office Practice, Salesmanship, Adver- 
lising, Accountancy, etc. 

In addition, electives should be offered in Advanced Drawing and in the Theory of 
Music. 

CLARENCE D. KINGSLEY, Chairman. 

Conference Committee on Course of Study. 
The preliminary report was read to the Board of Representatives February 27, 
revised by Sub-Committee appointed to draw up recommendations, and finally amended and 
adopted by the Committee March 5, 1912. 

Bay Ridge — Mabel R. Benway. 

Boys — E. W. Weaver, Charles E. Oberholser. 

Bryant — Carolyn P. Swett, Mary Elizabeth Reid. 

Bushwic\ — Mary P. Green, Josephine A. Dempsey, Geo. W. Norton, Etta E. South- 
well and W. T. Morrey. 

Commercial — Edwin A. Bolger, Benj. C. Gruenberg. 

Commerce — Edwin A. Fitzpatrick, Alexander L. Pugh, Benj. A. Heydnck, Walter G. 
Eddy, Plorace G. Healey. 

Curtis — James Shipley, Mabel G. Burdick. 

De Witt Clinton — Aaron I. Dotey, Ellen E. Garrigues, Donald C. MacLaren, Fayette 
E. Mover. 

Eastern District — Frederick H. Paine, Minnie K. Pinch. 

Erasmus Hall — Charles R. Fay, Kate E. Turner, Preston C. Farrer, John B. Stocker. 

Far Rocfyaway — Eldon M. Van Dusen. 

FluskinE — Paul R. Jenks, Frank H. Miller. 

Cirls — Loring B. Muilen, H. Elizabeth Seelman, M. Ellen Barker. 

Jamaica — Benjamin N. Thorp, Henry R. Linville. 

Manual Training — Clarence D. Kingsley, Chairman; Charles Pernne, Arthur L. Baker, 
Eleanor R. Baker, Marion Hackedorn. 

Morris — Paul B. Mann, Hugh C. Laughlin, Otis C. Skeele, Josephine A. Davis, Abbv 
B. Bales, Helen M. Storey, Michael D. Sohon. 

Newtown — George H. Kingsbury, Alex E. W. Zerban. 

Richmond Hill — Charles R. Gaston, Gertrude M. Leete. 

Sluyvesant — T. Harry Knox, Clayton G. Durfee, Charles B. Howe. 

Wadleigh — William W. Clendenin, Helen E. Bacon, Florence Middleton. 

Washington Irving — Idelette Carpenter, Mary C. Craig. 



OFFICIAL BULLETIN 

of the High School Teachers' Association of New York City 
No. 34 APRIL-MAY 191 2 



REPRESENTATIVES SHALL BE ELECTED by ballot during 
the week preceding the regular May meeting. — Constitution, Art. 
V, Sec. 2. 

LAST REGULAR MEETING for 1911-1912 will be held Saturday, 
May 25, at the High School of Commerce, beginning at 10 A. M. 

DEPARTMENT MEETINGS will begin at 10 A. M., in usual rooms, 
for the report on the work and attendance for the year, FOR THE 
ELECTION OF OFFICERS for 1912-1913, and to prepare plans 
and the budget for next year. 

GENERAL MEETING will begin at 10:30 A. M. for the ELEC- 
TION OF OFFICERS for 1912-1913, and for the reports of 
Chairmen of Committees and Departments. 

ADDRESS BY PROFESSOR PAUL H. HANUS ON THE RE- 
SULTS OF THE INVESTIGATION OF THE NEW YORK 
CITY HIGH SCHOOLS BY THE COMMITTEE ON 
SCHOOL INQUIRY. 

Numerous definite suggestions will be made, many of which, 
no doubt, can be tested next year by this Association. 

WILLIAM T. MORREY, 
AGNES CARR, President. 

Secretary. 



MINUTES OF GENERAL MEETING, MARCH 16. 

The third meeting of the High School Teachers' Association in the 
Efficiency Series was held in the High School of Commerce on March 16. 
Section meetings preceded the general meeting called for 11 A. M. Between 
six and seven hundred members were present — the largest meeting of the 
year, probably the largest meeting ever held. 

The minutes of the December meeting were read and adopted as read, 

Mr. Paine, of the Pension Committee, presented a new proposition in 
the pension bill, viz: All salaries up to $3,000 be taxed 1%; of the salaries above 
that sum, 1% be deducted on amounts up to $3,000, and on the sum above that 
amount, 2% be paid. 

An exhibit of Commercial Maps and Commercial Geography was an- 
nounced as being in progress in rooms of the building devoted to that purpose. 

Mr. Weaver, of the Students' Aid Committee, stated that the work of his 
committee had attained national importance, and called attention to the 
General Conference to take place in Brooklyn on March 19, noting that this 
Association has always taken the lead in this matter. 

The President then introduced as the first speaker of this meeting, de- 
voted to "What Constitutes the Teacher of Superior Merit," Mr. George J. 
Smith of the Board of Examiners. 

Mr. Smith was followed by Associated City Superintendent Edward L. 
Stevens, and Principals John Holley Clark of Flushing High School. John H. 
Denbigh of Morris High School, William Fairley of Commercial High School, 



2 THE H. S. T. A. BULLETIN 

William L. Felter of Girls' High School, Charles D. Larkins of Manual Train- 
ing High School, William McAndrew of Washington Irving High School and 
John L. Tildsley of DeWitt Clinton High School. 

[These addresses were stenographically reported by A. Rosenblum', re- 
vised by the speakers, and are all published elsewhere in this Bulletin.] 

The meeting adjourned at two o'clock. 

WILLIAM T. MORREY, 
AGNES CARR, President. 

Secretary. 

A COMMUNICATION. 

March 24, 1912. 
To the Honorable Committee on High Schools, Board of Education, New 
York City. 
Gentlemen: — May we, in the name of the High School Teachers' Associa- 
tion of New York City, urge you to request the By-Laws Committee of the 
Board of Education to formulate rules for the guidance of the Board of Ex- 
aminers and the Administrative Officers of the Board; 

(1) To rate as of Superior Merit, all teachers marked as B + or higher; 
superior being a comparative term and not superlative, not equivalent to 
supreme. 

(2) To rate as of Superior Merit, those who prior to January 1, 1912, 
were receiving the Maximum salaries of their grades. We believe that such 
was the not unreasonable expectation not only of such teachers but also of 
those officers of the Board who estimated the cost of new law. This eliminates 
the Ex Post Facto feature. 

(3) To rate as approved for twelve years, such teachers as have been 
approved for nine years and have in addition received credit for three addi- 
tional years in the adjustment of the Junior Teacher Question. 

The Executive Committee of the High School Teachers' Association. 

WILLIAM T. MORREY, President. 

[Reported to Board of Representatives March 28, 1912, and adopted by 
them.] 

MARCH 28, MEETING OF REPRESENTATIVES. 

The March meeting of the Representatives of the High School Teachers' 
Association was held at the Washington Irving High School, March 28, with 
President W. T. Morrey in the chair. 

The minutes of the previous meeting were read and accepted. The Treas- 
urer reported $365.48 in the treasury, with several large schools not yet heard 
from. 

[The communication of March 24, 1912, from the Executive Committee of 
the Association to the Committee on High Schools of the Board of Education 
was read and adopted.] 

Mr. Penhallow, of DeWitt Clinton, Chairman of the Committee on Forms 
-and Blanks, described the work undertaken by his committee. He said it was 
necessary to find out first the kind and amount of information required from 
Fifty-ninth Street, and then to have blanks prepared to gain that information 
and nothing else. In that way reports from various schools will be uniform, 
and can be easily tabulated. 

Mr. Dotey, of DeWitt Clinton, gave an interesting and detailed account 
of the meeting of the High School Committee of the Board of Education 
held March 27. This gave rise to much discussion, and suggestions were made 
that while the subject is still fresh in mind, but after salaries have been ad- 
justed, the matter of an advance grade be presented; and also that protest 
be made against method of rating teachers on five-minute inspection and on 
basis kept secret from teacher. 

Mr. Oberhoalzer was appointed Chairman of committee to consider the 
status of librarians with power to form his own committee. 

Meeting adjourned. 

AGNES CARR, 

Secretary. 






THE H. S. T. A. BULLETIN 3 

APRIL 30, MEETING OF REPRESENTATIVES. 

The April meeting of the Representatives of the High School Teachers' 
Association was held on the thirtieth at 34 East Twelfth Street. The Sec- 
retary's report was read and accepted. The Treasurer reported in the treas- 
ury $132.62, with one large school still to be heard from. The net cost of 
printing the Year Book of 1910-1911 had been $244.27. 

Mr. Fay, Chairman of the Committee on Teachers' Absences, gave a 
report of the work done by his committee, which was unanimously approved 
and adopted for recommendation to the Board of Education. 

[This report is printed elsewhere in this Bulletin.] 

This report covered two fields of work: 

(a) Investigation of practice in other cities in reference to loss of salary 
for absence due to illness or other causes. 

(b) Study of methods prevailing in this city. 

For the first of these, investigation was mde of 224 cities of 25,000 inhabi- 
tants or over, and the results gained by a carefully planned questionnaire were 
tabulated. 

A study of methods prevailing in this city revealed that in most cases the 
attitude of the city towards the teacher is most generous; and the pension 
fund is so inextricably bound up with legislation in regard to pay during ab- 
sence that the change does not seem necessary or expedient. 

The committee offered, however, six constructive recommendations as 
follows: 

1. Allowed absence for death in family be made more specific. 

2. Full pay for attendance at court be allowed for two days in all cases. 

3. Allowed absence without pay for purpose of travel. 

4. Pay granted for absence due to quarantine be for entire time, not 
ten days only. 

5. Discretionary power be granted to Board of Superintendents to allow 
absence with pay in "emergency cases" — cases equally compelling with illness. 

6. Sabbatical year be allowed for study on half pay. 

A vote of thanks was given to the committee for this report. 

Mr. Penhallow, Chairman of Committee on Standardization of Forms, 
gave a brief account of the work of his committee. He suggested that if 
the teachers would send to him copies of their individual programs, with 
size of classes, his committee would compile a report on comparative size of 
classes, and periods of work. 

Mr. Penhallow was authorized to obtain such material as he desired for 
use in the work of his own committee, and also in that of the Efficiency 
Committee. 

Dr. Fitzpatrick, Chairman of the Committee on Efficiency, read a part of 
the report of his committee. The first recommendation in regard to teachers' 
ratings by principals was tabled. There seemed so much material for dis- 
cussion, that, as the hour was late, it was noved to adjourn until May 7, when 
this report could be taken up at length. 

(Signed) AGNES CARR, 

Secretary. 

MAY 7, MEETING OF REPRESENTATIVES. 

On May 7, an adjourned meeting of the Board of Representatives of the 
High School Teachers' Association was held at the Washington Irving School 
to consider the report of Dr. Fitzpatrick, Chairman of the Committee on 
Efficiency. 

Minutes of the previous meeting were read. 

In the absence of President Morrey, Mr. Dotey, of DeWitt Clinton, was 
asked to take the chair. 

In presenting his report for a second time before the Board, Dr. Fitz- 
patrick referred to its publication in "The Globe" of May 7, saying he had 
thought it would simplify matters to have a printed copy of the propositions 
in the hands of those present. He suggested that the propositions be voted 
on singly. 

Objection was made to this method of procedure by Mr. Jenks. 

Reference was made by Mr. Dotey, who asked permission to leave the 



4 THE H. S. T. A. BULLETIN 

chair for this purpose, to the resolution passed two years ago that the High 
School Teachers' Association is opposed to all discussion of questions relat- 
ing to salary. 

Further objection was made that too small a number was present to take 
action on any subject of so great importance to the Association as a whole. 

Objection was made to the publication of a report which had not yet been 
acted upon by the Board of Representatives, and under a caption very mis- 
leading to the casual reader. 

A resolution was then passed that the report of the Committee on Effi- 
ciency be tabled, and that the public press be informed of that fact. 

It was resolved further that it is unwise to enter into any discussion 
of "superior merit" at the present time. 

Mr. Jenks suggested a constructive plan of inspection of work; that a 
teacher be relieved of work in his special field for a period of six months at 
a time, and spend the time in inspecting work done throughout the city, and 
reporting upon it. 

The meeting adjourned at 5:35 P. M. 

(Signed) AGNES CARR. 

Secretary. 

WHAT CONSTITUTES THE TEACHER OF SUPERIOR 

MERIT? 

Addresses by Examiner George J. Smith, Superintendent L. Stevens and Prin- 
cipals Clark, Denbigh, Fairley, Felter, Larkins, McAndrew, 
and Tildsley 

[Stenographically Reported by A. Rosenblum] 

ADDRESS BY EXAMINER GEORGE J. SMITH 

Mr. President, Ladies and Gentlemen : — Mr. Morrey will bear wit- 
ness that I consented with some reluctance. to speak at this time upon 
the subject, "What Constitutes a Teacher of Superior Merit," in the 
meaning of the new law. Not that I was unappreciative of the honor 
of the invitation to address you, but because of the difficulty of the 
subject. We are still crossing the stream, and, in a sense, it is really 
impossible as yet to discuss this question with definiteness. At any 
rate we cannot appeal to the results of the investigation now in prog- 
ress ; and the phrase "superior merit" is in a state of vagueness and 
ambiguity which, I am afraid, I cannot hope to clear up. It is some- 
what like the phrase "reasonable restraint of trade" which the Supreme 
Court has made popular or unpopular. Nobody knows what a reason- 
able restraint of trade is ; and about all that the commercial world 
xan do is to await the successive decisions of the United States courts 
upon that question. 

We are all aware of the provisions of the law which it is now at- 
tempted to put into effect. I will read the law, however, so that we 
may have a foundation to start from in this discussion. After setting 
forth the salary schedules, the law states "None shall advance beyond 
the salary of the sixth year, unless and until his service is approved as 
fit and meritorious by a majority vote of the Board of Superintend- 
ents." And in the next paragraph, "None shall advance beyond the 
salary of the ninth year, unless after investigation and inspection he is 
declared, on the report of a committee, consisting of an associate super- 
intendent, a district superintendent and a principal, by a majority vote 
of all the members of the Board of Examiners, the district superin- 
tendent and the principal having a right to vote, to be a teacher of 
superior merit." 

Now, in the first place, "fit and meritorious" are the adjectives 



' THE H. S. T. A. BULLETIN 5 

used for the first approval, the sixth year approval. And, in the second 
place, the words for the ninth year, and similarly for the twelfth year, 
are "superior merit." Now the question is, of course, simply what 
the intention of the framers of that law was, what distinction was in- 
tended between "fit and meritorious" and "superior." It is evident 
that if the framers of that law had wished to make the terms the same, 
they would have done so. 

There is no new principle involved in this law. The passing of a 
certain inspection in order to advance in the salary schedules has been 
a fact, has been in force for several years. Some teachers, not a 
very large proportion, just what proportion I do not know, — some 
teachers have found that the provision that they must be declared fit 
and meritorious has not been a mere empty form. I presume, however, 
that the number of teachers, the proportion of teachers, who have been 
held up in the salary advances by that provision of the old law has 
been rather small. However, the establishing of certain tests as a 
condition prerequisite to advancing in the salary schedule is not a new 
thing in this city. 

Now the question is, what is the meaning of this phrase "superior 
merit?" I shall address myself first to a general, or perhaps theo- 
retical, consideration of that point. The Board of Examiners, when 
this matter came up last fall, addressed inquiries to a large number of 
prominent educators, from associate superintendents down to college 
presidents. (Laughter.) We got a considerable number of answers, 
some of them rather illuminating. It is evident that this law estab- 
lished three new maximums for high school teachers, — $2,050, $2,500 
and $2,650 ; that is to say, all teachers found to be fit and meritorious 
would advance to the $2,050 salary in due course. At that point there 
is another hurdle to jump, the declaration of superior merit. If that 
is granted for the ninth year, the teacher advances to the second maxi- 
mum of $2,500. And then in case of approval again as a teacher of 
superior merit, to the final maximum of $2,650. 

Now one of the persons to whom we addressed these inquiries, 
not a high school principal, but a teacher in one of the high schools, 
said that such a differentiation was just and desirable, "It is about 
time that something besides mere existence should count for salary 
increases." Superintendent Stevens said he took the words to mean 
better than the average. Another said, in his judgment the teacher 
who, after nine years' experience, had not been rated B plus or better 
was not a superior teacher, and that no teacher should be declared 
superior on the twelfth-year approval unless rated A. Another high 
school principal had apparently the same idea, that a rating of B plus 
should be required for any declaration of superior merit. One of the 
principals said the words "superior merit" meant more than excellent, 
they meant possessing exceptional merit. He added, however, that it 
would make great trouble in the high schools to attempt to put into 
effect this meaning. Another said, "Certainly more than fit and meri- 
torious, — the highest type." Another, "Better than the general run of 
teachers, — getting more substantial results." Another spoke of the 
duty of drawing a line between merely satisfactory and superior 
work. "Results superior to those of the ordinary teacher," said an- 
other. "The tendency of teachers to become perfunctory in their work 
is without question. Few workers in any line are of surpassing excel- 
lence." I am quoting again from a statement of a high school prin- 
cipal in this city. Nicholas Murray Butler, of Columbia University, 



6 THE H. S. T. A. BULLETIN 

said he was glad an attempt was going to be made to discriminate 
between the rank and file and the teachers of superior merit; he 
thought that the term meant more than either satisfactory or excel- 
lent. The superintendent of schools in a nearby city said that in his 
judgment it meant the discrimination of the few from the many. He 
suggested from his experience in one city he would consider about 
one teacher in ten of superior merit. Another said about one teacher 
in twenty. 

Now, I am quoting these statements for a purpose which I will 
explain in a moment. I am trying to show you the general feeling of 
high school principals and other prominent educators as to the nat- 
ural meaning of these words. One high school principal said he would 
divide teachers into three classes : first, those unquestionably superior ; 
second, those unquestionably inferior, and third, to quote his words, 
"the great mass of teachers who are conscientious, faithful and fairly 
successful." 

Now, it is evident from these statements that a great many educa- 
tors who answered the question had the opinion that the intent of the 
law was to grant the maximum increases of salaries to, I would say, 
a comparatively small proportion of the teachers. I think that is a 
fair conclusion from the quotations I have given. It perhaps is not 
necessary to go into the analysis, which in some cases was made with 
great care, of the qualities that constitute, or should constitute, supe- 
riority. However, I can briefly sum up what some seventeen persons 
offered in answer to that question : "How would you analyze the mean- 
ing of superior merit, that, what qualities should be found in teachers 
who are declared to be of superior merit?" 

A considerable majority of that number mentioned mastery of 
subject-matter and interest in subject-matter as among the first points. 

Second, mastery of methods, skill and science in the conduct of the 
recitation ; this was mentioned by practically all as a test which must 
be used. Under that head, ten out of seventeen emphasized the im- 
portance of preparation of lessons and making of plans of work, the 
organizing the subject-matter, the ability to place the emphasis in the 
subject-matter where it belongs, — upon the important points; in a 
word, organization of subject-matter and planning of daily work. 
Considerably more than a majority believed that that was an impor- 
tant element. I have heard it said that comparatively few high school 
teachers prepare the daily lessons in a minute or careful way before 
entering the classroom. Under mastery of methods of teaching, 
the following was mentioned by nine out of seventeen, securing the 
self-activity of the pupils and leading pupils to exercise judgment and 
reasoning power. Maintenance of interest, holding attention of all 
the pupils, — was mentioned as another mark of the superior teachetr. 
Attention to the individual was emphasized by a considerable num- 
ber ; the backward pupil, the average pupil, and the proficient pupil- 
Skill in exposition and illustration (these are subheads under the mas- 
tery of methods of teaching), were urged by several as important 
points ; thoroughness and skill in drill and review, by an equal num- 
ber. Skill in questioning was mentioned by only three, nevertheless 
it seems a somewhat important point. 

Now, I have mentioned two general heads, mastery of subject-mat- 
terand mastery of methods. The third head is results. About half 
of those who answered the question thought that the results of a 
teacher's work as measured by any possible standard, the more con- 



THE H. S. T. A. BULLETIN 7 

crete and definite the better, should be an important element. And 
that included not only the percentage of pupils promoted by the in- 
dividual teacher, and the percentage of his promoted pupils who 
proved able to sustain themselves in the advanced work, but also the 
holding of pupils in school, the prevention of the high mortality rate 
in the high schools. Somebody must be responsible for that in a de- 
gree. There are teachers on whose account pupils desire to remain in 
school, and there are other teachers on whose account some pupils 
are, anxious to leave school. 

Nearly all mentioned in one form or another, the fourth point, — that 
of excellent character and personality in the teacher. That, of course, 
is indefinite. It includes such things as the power to inspire pupils 
with respect to character, taste, culture, love of study ; it includes 
self-control and politeness on the part of the teacher, and his influence 
upon the pupils. It includes breadth of mind, a sane attitude, knowl- 
edge of youth, sympathy with youth, qualities of leadership, inventive- 
ness, and resourcefulness. And of course a great many other things 
might be included under this general head. 

A certain number of those who answered the questions included 
this fifth point, — of proving what might be called the accumulation of 
efficiency, the increased efficiency of the teacher, which might be evi- 
denced by the pursuit of studies in some form, or by writings, obser- 
vation, travel, study of schoolroom problems, contributions to peda- 
gogical progress generally. Nearly all mention service to the school at 
large as one of the essential points, outside of mere classroom routine 
work. Promptness and accuracy in making reports, etc., was men- 
tioned by only two. Discipline in the classroom and out was men- 
tioned by six. Punctuality and attendance were mentioned by a small 
proportion. And finally physical health and endurance was urged by 
four as an essential mark of a superior teacher ; that is as much as to 
say that if a teacher is unfortunate in respect to health he is to be 
sympathized with, but not declared superior. 

Now, it is evident from this analysis which I have tried to sum 
up, that the meaning of "superior" is very complex, very inclusive and,, 
on the whole, vague. There are so many elements to take into account 
that it at once becomes a serious and difficult question how to take 
these elements into account, how to weigh them, what plan to follow,, 
what data to secure, and then how to act upon the data. 

The superintendent of schools in Chicago said that she thought: 
the whole thing was a joke ; it could not be done. That was what I 
gathered from her very brief letter. I think some similar attempt has; 
been made in Chicago, with more or less unsatisfactory results. 

The great difficulty is to secure one standard, not in any one 
school, but in all the schools. One principal said, and perhaps truly, 
that the teachers in his school would all, or nearly al of them, rank as- 
superior if they were working in other schools he knew of. Now, how 
was he to know that, how was anybody to know that? A principal 
stated recently, orally, that he believed that 80% of his teachers, or at 
least 80%, were of superior merit. Now that is considerably different,, 
you see, from the point of view we started out with, the preliminary 
point of view, as shown in the answers given, you remember by the 
persons questioned as to the natural and proper meaning of the words 
"superior merit." Instead of a few being selected as superior, some 
principals now appear to think that 80% or 90% should be regarded as 
superior. Another principal suggested that there should be compara- 



8 THE H. S. T. A. BULLETIN 

live tests of some sort as among the various high schools ; that there 
-should at least be inspections and visits for this special purpose. A 
.good many high school principals thought that the members of the 
Board of Examiners ought to go about and inspect the teaching in 
the classrooms, and pass upon the work. Others thought that exami- 
nations should be held to settle the matter. 

Supt. Brooks of Boston wrote that in Boston no teacher can ad- 
vance beyond the sixth year salary who has not passed the promo- 
tional examination. That consists first of an examination in some 
academic subject; second, some professional subject; and third,, suc- 
cess in teaching. A college professor thought the way to get at it was 
to have a ranking list of teachers prepared by each high school princi- 
pal. Perhaps he would say a list of the teachers in each subject ar- 
ranged according to rank in the opinion of the principal as to their 
degrees of merit. That suggestion was discussed, but it was not 
adopted ; at any rate no written list of that sort was asked for. 

One high school principal said that he thought the thing ought 
to be done mathematically. Let us have a thousand points, and let 
us divide the thousand into ten parts of a hundred each, and each 
teacher shall be rated on a scale of one hundred to each of these ten 
parts, and those teachers who get 900 points or over shall be regarded 
as superior. 

Now certain practical considerations decided how this thing 
should actually be done. There was need of haste. The time was 
very short. The new schedules went into effect January 1, and we 
did not desire to be acused of holding up the increases of teachers any 
further than was absolutely necessary. Hence these night sessions, 
and Sunday sessions, and the sessions still going on. 

Unfortunately one important member of the committee fell seri- 
ously ill. We have not had the benefit, expressed orally, of the judg- 
ment of Supt Bardwell since near the beginning of the work. Our plan 
was simply to get all the information possible in the time at our com- 
mand and with the means at our command, and then to use our best 
judgment, in view of all the facts brought forth, in our voting. It is 
a little like the working of a breath-testing machine ; the indicator 
rises jut so far; in some cases it rises high and in others it does not. 
All the factors are taken into account. We listen to the statements of 
the principals, of the first assistant, if any, and we look at the written 
report of the principal. We consider the rating of the teacher during 
his whole career in the high schools. We take into account the memo- 
randa on the cards made by Supt. Bardwell. W T e take into account 
the attendance record, the punctuality record, the ratings, of course, 
given by the principal and by the superintendent, and the results of 
the teaching so far as they can be ascertained not only from the reports 
made by the principal but from the results of Regents' examinations. 
Not much weight, of course, was given to the last, but still it was one 
element taken into account. 

Now the net result was that here was a body of six, sitting at 
headquarters, who all but one had in most cases no personal knowledge 
of the teacher's work ; and that body was obliged under the law to con- 
sider all the facts that it could get at either in the form of written 
answers or by direct questioning, oral questioning. You have attended 
auctions some of you, and you may have observed how things find 
their level in auctions. Mr. A's picture, for example, which he regards 
as a masterpiece, the auctioneer succeeds in selling after much effort 



THE H. S. T. A. BULLETIN 9 

for exactly eight dollars ; while Mr. B's picture of precisely the same 
dimensions brings two hundred and fifty dollars. Now that is very 
annoying and embarrassing for A if he happens to be present, but 
there is something impersonal about it, fateful about it. It is a fasci- 
nating thing to see how in an auction articles find their natural level 
most times. Of course there are auction flukes, and we hope to profit 
by them when fortune favors. But, generally speaking, all the ele- 
ments that enter into the worth of the article put up are considered by 
those present, and the price obtained is the result of a sort of con- 
sensus. In a somewhat analogous way, the committee passing on 
"superior merit" has endeavored to reach a fair consensus, a just 
decision, in view of all the elemeents entering into each teacher's case. 
Now how has this plan worked so far? It is evident that the 
working out of a plan is primarily and for the most part dependent 
upon the mental and, I may add, the moral attitude of the high school 
principals. The bulk of the evidence comes from them ; the most 
telling judgments come from them. The principals have seen the 
teachers and are better acquainted with their daily or weekly or month- 
ly work and results than anybody else who can give us information. 
The high school principals, as of course were to be expected, have not 
all adopted the same attitude, the same mental attitude. I say that 
was to be expected, simply because no set of men will be identical in 
their feelings or views in a matter of this sort or of any other sort. 
Some principals were undoubtedly endeavoring to be judicial minded, 
they were not holding back any derogatory elements, or vice versa. 
Others were rather, as it would seem, in the position of advocates. 
They were desirous of getting a large proportion of their teachers de- 
clared of superior merit, and that notwithstanding their declarations 
in the preliminary inquiry as to the actual and intended meaning of 
the phrase "superior merit." In other words while a principal might, 
in the initial inquiry, suppose that maybe ;io or 20 or 30% of 
his teachers ought to be declared of superior merit, as he understood 
the phrase then, when it came to the "pinch" his opinion got to be that 
80% or 90% ought to be declared of superior merit; and I believe there 
have been cases on record in which a principal refused to vote against 
a declaration of superiority for any teacher in his school. Now that 
attitude is of course the easy attitude, the gratifying attitude from the 
point of view of the teachers. It is not, as it seems to me, the right 
attitude ; and it is not a defensible attitude. It tends to nullify the 
purpose of the law, which, in the opinion not only of the makers of the 
law but of most of the educators consulted, was a just and proper 
purpose, namely, to limit the advances to the highest salaries to a 
comparatively small proportion of the teachers. Just how small, 
of course nobody knows, but let us suppose that 50% of the teachers 
coming up for this declaration, those eligible for it, should be declared 
of superior merit; that would have seemed at the outset, not only to 
the examiners and the city superintendent but to the high school princi- 
pals themselves, a liberal interpretation of the law. Well, we have 
gone much beyond that in my opinion. I have not the results in 
figures ( but I think the proportion of those declared superior among 
those who are eligible for such declaration has been considerably over 
50%. I wish I could give you the exact figures, but I was unable to 
get them ; it would take some time and the office is very busy, and the 
clerks could not be spared to look them up. Everybody knows that 
some good things can be said about any teacher ; there is nobody who 



io THE H. S. T. A. BULLETIN 

is so hopelessly bad that he has not some merit; and a principal could 
by dilating upon such merits, however obscure and limited, produce 
an impression — also by silence, of course, as to certain faults or short-, 
comings — could produce an impression favorable to a teacher, almost 
any teacher. Of course I do not say this in a spirit of criticism, but 
in order to show the difficulty of the task, and the practical impossi- 
bility of performing it with absolute equality and fairness. 

You know, perhaps, the anecdote of the Scotch gardener who 
stole so much truck from his master's garden that finally the master 
was obliged to dismiss him. But he came to his master nevertheless 
for a recommendation, and the master wrote : "Sandy McGraw got 
more out of my garden than any gardener I ever employed." 

Now will you excuse a personal word. My votes in this body of 
seven, or practically six, in the absence of Supt. Bardwell, my votes 
have been without doubt in more cases adverse for a declaration of 
superior merit than the votes of any other person sitting in the body. 
I say that not in an apologetic spirit, but in order that I may explain 
my point of view. I believe that the term "superior merit" was in- 
tended to mean more than faithful or satisfactory or good or willing 
or industrious. In voting against a considerable number of teachers 
who were rateed B plus and in some cases even A by the principal, 
while Supt. Bardwell after two or three visits had made some adverse 
comments and had never rated higher than B, I felt justified, and more 
than that ; I felt it to be my absolute duty, as I understand the purpose 
of the law, to attempt the discrimination. In the first place not only 
does it reduce to a question of what I conscientiously believe to be the 
meaning, the intended meaning, of the word "superior" ; but in the 
second place, bear in mind that that withholding of the declaration of 
superiority is in every case only of temporary effect — every teacher's 
case will come up annually at least, and on appeal might come up 
more frequently ; and in the third place every teacher obtains under the 
new law an advance of salary — I am speaking of the women teachers. 
Of course the men teachers continue to advance too, under the old law 
temporarily, even before the recent decision of the Board of Education 
granting an absolute increase of three years in the salary schedule all 
round. Consequently, it appeared to me that it was only reasonable 
and necessary that the examiners before being expected to vote should* 
have positive and conclusive evidence of superiority. Well, the net 
result has been that by this leniency, in my judgment many more 
teachers — I do not know what proportion, but many more than should 
have been at this time, on the evidence before us, with an investigation 
so limited and so hasty, declared of superior merit — have been so 
declared. Perhaps it is just as well. It is not advisable to attempt 
to go too far or too fast at the first introduction of an innovation like 
this. It is better to err on the side of leniency than on the side of 
severity. I am glad the error has been in that direction. I am sorry 
it has gone so far. In some cases I feel sure the effect of having de- 
clared certain teachers superior will be rather bad ; and, may be, if 
the effect becomes cumulative, it will be found to be very bad in the 
long run. 

However, let me say in conclusion, that we have done the best 
we could. There is no telling how to get inside the minds of all people. 
I have been astonished at the way some of my colleagues have voted, 
and I have no doubt they have been astonished at the way I have 
voted, in many cases. After all, we are human. Here is a human 



THE H. S. T. A. BULLETIN n 

machine set to perform a certain task ; it has great limitations ; it is 
not in the best working order, one of the superintendents being absent; 
and the material, the data, has been not of a kind rationally desirable 
for this work. Nevertheless, in the face of all these difficulties, I 
believe, I certainly hope, the net result in the schools will be good, 
will be beneficial. That, of course, is a point that only time can decide. 
The problem is too complex for any one to be prophetic about it at this 
stage. 

I have tried to make clear, first, the point of view of prominent 
educators as to the intent of the law; second, what these same persons 
thought ought to constitute superiority in a teacher; third, the diffi- 
culties of the tack ; fourth, how the work has actually been done ; and 
finally what the net result has been as well as I could state it up to 
this time. 

ADDRESS BY SUPERINTENDENT EDWARD L. STEVENS. 

Associate Superintendent E. L. Stevens then addressed the meet- 
ing as follows : 

Mr. President, Ladies and Gentlemen : — Usually on Saturday 
mornings you come to see me. I am very glad indeed that I am 
permitted on this Saturday morning to come to see you. I congratu- 
late you Mr. President, that there are so many here today. I hope that 
past issues have become events of a dead past, and that the high school 
teachers can meet with common interests and for a common purpose, 
and will not be divided into teachers of the second year, who are over 
forty years old, and teachers of the first year, who are men, and the 
teachers of the graduating class who are women, and every other 
imaginable kind of faction. If. equal pay will bring about unity in the 
teaching force in the various high schools of this city it will be the. 
greatest benefit which the law has conferred upon us. 

I am permitted occasionally by the grace and favor of the Board 
of Examiners to enter the room in which they are cerebrating. Those 
of you who have read those remarkable enactments called "schedule 
conditions" will find that while it is necessary for the associate city 
superintendent to transmit a report to the Board of Examiners, he is 
not given a vote in that body, — one of the duties which I am very 
glad to escape from. But you will permit me to say that if the Board 
of Superintendents in any way or manner has, as Kim said, acquired 
merit, T think I am qualified to bear evidence at this time that the 
Board of Examiners has acquired superior merit. 

It is undoubtedly true that the Board of Examiners has gone about 
this very difficult task in the most careful way and manner; that the 
Board itself and its several members have exhibited a calm, dispassion- 
ate, and judicial attitude; and I believe that they have done and that 
they will do substantial justice to the teachers of this city. And I am 
glad to know from one of its members that the new schedules went 
into effect on the first of January. (Laughter.) Now the immediate 
effect of the passage of this law, when all its formalities have been 
complied with, will be the readjustment of salaries, resulting in many 
cases in substantial increases, which you all deserve and which I hope 
that you will expend wisely. Its ultimate effect, however, will be help- 
ful because it will bring about I think (and I am not saying this in any 
complaining or critical manner at all), it will compel a more careful 
organization and supervision of the work of teachers, it will compel 



12 THE H. S. T. A. BULLETIN 

principals of schools to make life miserable for me until 1 give them 
more clerks. It will bring about the establishment of certain admin- 
istrative positions in the high schools, occupied by persons of experi- 
ence and intelligence who can undertake the discharge of administra- 
tive duties which now crowd the principal's time until the limit of 
fatigue is almost reached. And it will bring about the careful organiza- 
tion of departments of instruction in which the first assistants and the 
chairmen of departments will find that it is incumbent upon them to 
make good teachers out of poor ones, which is the great aim and object 
of organization and supervision in a school, any way. 

Now concerning the statute itself I have little to say because 
I do not want to be quoted. It is a very good example of what we 
call vicious satute making, that is, it is full of holes, — it is full of incon- 
sistencies. Samuel J. Tilden would never have written a statute like 
that. And that great statute drafter here in New York for many 
years, — Judge Hoffman, would never have written a statute like that, 
nor a statute like the Davis Law. Take a man like the draftsman of 
our first Charter, Pinney of Richmond, J. Hampton Dougherty, they 
would not have drafted a law in these' terms. There is talk of what 
the effect of the law is to be, or what the result will be. I maintain 
that no man has a right, nor a woman, nor a body of men or of women, 
to draft a law which will lead to litigation. Take the Davis Law, 
Section 1901, under which we have been living for a number of years. 
As you know a large number of inconsistent and contradictory clauses 
were written in there. There was a clause written into the Davis Law 
to the effect that junior teachers should receive a certain salary with 
certain increments ; and then some one in the hurry of passage wrote 
in, '"And none of the perons named therein" (namely persons in high 
schools) "shall receive a salary less than that which they would have 
received for service in the aforesaid elementary schools." Just think 
of the inconsistency of that when in the aforesaid elementary schools 
they might have received an annual increment of a hundred or more 
dollars, whereas according to the schedule written in another sen- 
tence in the same section the annual increment was only fifty dollars. 
Now when these schedule conditions were adopted by the Board of 
Education, — they have since been given the effect of law by the enact- 
ment of Chapter 902 of the Law of 191 1 — I don't know whether it was 
ever intended that they should or should not in that form become law. 
I think that if it had been intended of expected that they should 
become law they would have been more carefully framed. But I am 
not practicing ; and I do not want to be the legal adviser of anybody. 
I urge all of you to abide in faith, knowing that the appropriate com- 
mittee of the Board of Education is endeavoring to eliminate every 
ambiguous construction of these schedule conditions, and is endeavor- 
ing to reconcile apparently inconsistent features, and that ultimately 
we will be able to discover what the working interpretation of these 
schedule conditions really is. The recent amendments which the 
Board of Education has adopted to its by-laws, by which the law is 
now interpreted as it was intended to be interpreted originally, is evi- 
dence of the wish on the part of the authorities to do what the law 
intended should be done. 

Now I am goinng to talk about what constitutes a teacher of 
superior merit. I shall use that text as a point of departure, and I 
have the right to speak to you, perhaps, as a pastor to his flock. The 
act of a board or body in declaring fitness or merit is an act affirming 



THE H. S. T. A. BULLETIN 13 

the quality of service. The fixation of salary is a ministerial act which 
can be performed by an administrative officer or a clerk in acordance 
with certain salary schedules. There is a mistaken notion that the act 
of the Board of Superintendents or of the Board of Examiners is taken 
only and solely for the purpose of giving somebody an increase in 
salary. Now please note the distinction I make : The declaration of 
fitness and merit in a teacher is an affirmation or certification of the 
quality of service. It then becomes and remains only a ministerial 
or administrative act for some ministerial officer to affix opposite the 
teacher's name the appropriate salary. I want that clearly understood 
by the teachers of this city. If you have not received an increase to 
which perhaps you became entitled when the Board of Examiners de- 
clared you of superior merit, it is because the ministerial act has not 
yet been performed of putting the appropriate salary against your 
name upon the certificate or payroll. That cannot be very well done, 
my friends, until the schools as units, have been finished, and the 
schools as units have been surveyed, and all the cases of all the teach- 
ers in these scools, gone over by the appropriate board or body. It is 
quite evident that it will be idle for the clerks or ministerial officers 
of the Board of Education to go on with a certain high school, and 
raise the salaries upon certain payrolls of fifty teachers, when the 
casees of forty others are still under adjustication. As rapidly as these 
schools and the service of the teachers in these schools may be deter- 
mined and rated, then just as rapidly the certificates and payrolls will 
be amended accordingly. 

I have said that the Board of Examiners is proceeding with zeal 
and with inteligence, with industry, and an industry which extends 
into the evenings and over Saturdays, and sometimes into the day fol- 
lowing, to determine the quality of service of the teachers in the high 
schools of this city. Of course when it extends to the day following 
it is made more or less solemn and religious rite ; sometimes they take 
up a collection ; sometimes it depends on who is present whether or 
not it opens with prayer. (Laughter). 

There are some things that follow this law, my friends, that you 
must realize. Equality of task follows upon equality of salary. It 
that plain? Equality of quantity of duty and service follows upon 
equality of pay. None of you who are wearing hats can claim special 
privilege for lateness or absence any more. (Laughter). Well, I will 
withdraw that words "any more." 

Now as to the text to which I was asked to speak. I do not 
know how I should determine superior merit. If I were an autocrat, 
and had full power, with me it would be simply a matter of intuition. 
I confess it. I believe that as a principal I should know a good teacher 
and a better teacher. But intuition alone cannot prevail in a system 
of this size any more than it could prevail as a standard for examina- 
tions for admission to the profession. There must be tests for the 
credential which entitles you to teach in the high schools of this city ; 
there must be a method and examination of some kind in order that it 
may be discovered whether there is fitness of personality and merit 
in your work. This task has been given to the Board of Examiners, as 
has been said, and it is an unexpected task. In the future there will 
be more data at the service of that board. In the future principals 
and others will be more certain in the statements which they wish to 
make or which they are able to make in regard to the character and 
service of teachers. 



14 THE H. S. T. A. BULLETIN 

In the final analysis I should say that that teacher is superior who 
is not only able and willing- to teach, but also to lead, to interest, and 
to inspire boys and girls ; and that is the final test. 1 am grateful for 
this opportunity of meeting you this morning, and wish you God-speed 
in your work. (Applause). 

ADDRESS BY PRINCIPAL JOHN PIOLLEY CLARK. 

Mr. John Holley Clark, Principal of Flushing Lligh School ad- 
dressed the meeting as follows : 

Mr. President, Ladies and Gentlemen: — I had supposed that the 
first speaker called from amongst the principals would be the prin- 
cipal of one of the largest high schools ; but the president of the asso- 
ciation for some reason has called upon the principal of the oldest 
public high school in the city and perhaps the oldest of the principals. 

This question of superior merit has been presented with great 
clearness by Examiner Smith; and from my experiences before the 
Board of Examiners I can bear the highest testimony to the careful- 
ness and the conscientiousness and the thoroughness with which the 
Boad of Examiners has taken up the question in reference to all teach- 
ers whose cases have come before it. 

The views of the principals and others, as expressed in the answers 
to the letter sent out by the Secretary of the Board of Examiners, 
were perhaps influenced by certain suggestions that were made in that 
letter ; and perhaps at first it would appear that, in order that a teacher 
may be of superior merit, the quality of that teacher's service should 
be "better than excellent" or should be "of the highest type." That, 
however, is an extreme view. 

Another view, which perhaps might be supported with equal force, 
is that all teachers have some degree of merit ; those whose work is 
not found satisfactory are inferior merit, and those who are rendering 
satisfactory service are or superior merit, whether rated B, B plus or A. 
An objection, however, to this view, as it seems to me, is the relation 
of this particular section of the law to other sections of the law. 

One section of the law requires the Board of Superintendents to 
determine whether a teacher's service is "fit and meritorious." The 
words "superior merit" would therefore seem to imply a somewhat 
higher degree of merit than that described by "fit and meritorious." 
In fact that is the meaning of the word superior, — higher ; and that 
must mean higher than something else. Now what is that something 
else? "Superior" in the sense in which it is used in this law would 
see to mean superior to B. 

On the blanks that are sent out to the principals for rating teach- 
ers, three grades of service are said to be meritorious. These are 
A, B plus and B. B is a grade of service considered meritorious 
and it may be called the positive degree of merit. Any higher degree 
of merit may properly be said to be "superior." B plus satisfies this re- 
quirement ; A is not required, according to my idea. It is not supreme 
or superlative merit that is required ; it is superior merit or the com- 
parative degree of merit. Consequently all those teachers should be 
determined to be of superior merit who are justly rated as high as B 
plus this being a grade of merit higher than another meritorious grade 
which is designated as B. 

I know how many there are, Mr. President, to speak upon this, 
subject; I therefore will not take further time. 



THE H. S. T. A. BULLETIN 15 

ADDRESS BY PRINCIPAL JOHN H. DENBIGH. 

Principal John H. Denbigh of the Morris High School addressed 
the meeting as follows : 

Mr. Chairman, Ladies and Gentlemen of the High School Teach- 
ers Association of New York City : — There is one thing that as a prin- 
cipal I should like to say. I think that Mr. Smith is wrong in believing 
that the high school principals had made up their minds at first that 
20 or 25 or 30% of their teachers were of superior merit. I do not 
believe that any such impression or opinion had taken shape in their 
minds ; and I think there is on file at the Board of Education a docu- 
ment of about the same date as our letters to the Board of Examiners, 
to show I am right in that conclusion. I do believe that at the time 
these letters were writen we were all engaged in making a sort of 
standard in our own minds as to what a superior teacher or superior 
teaching might be. 

I tried to do it somewhat in this way, and I gave a good deal of 
time and thought to it. If I had a school of my own in which I were 
able by some fortunate combination of circumstances to secure the 
kind of teachers I should like to have in order that superior work 
might be done there and superior training given, I would ask myself 
what I ought to expect to find of value in the classroom, and then in 
the personality of the teacher. 

I will begin with the classroom. In the first place I should expect 
to find 'when I went there to see a recitation, scientific conduct of that 
recitation. I should expect to find that the lesson had been prepared, 
not perhaps in every detail, because I am not wholly a believer in such 
preparation, but at least prepared in its general plan. I should expect 
to find that teacher was proficient in the art of questioning. I should 
expect to find a nice balance between those questions which should 
train the thought of the student, in other words questions which might 
belong to the Socratic method, and questions which were merely tests 
of memory and which trained the memory, — quizzing. Then I should 
expect to find a constant training of the pupil to use his own judgment ; 
no direct information conveyed to the pupil if possible, but that the 
student might be made by skilful questioning to form his own judg- 
ment, and to form a correct judgment. I should expect to find also 
-unmistakable proofs of awakening interest in the subject, and of main- 
tenance of interest in it, if the teaching were of superior order. 
I should expect to find cultivation of self-activity on the part of the 
student, and this implies a good deal more than would appear at first 
sight. 

Divide your class roughly, and you will have three classes of stu- 
dents. You will have those who are distinctly more gifted in mental 
ability than their fellows, those who are distinctly less gifted and 
slow, and a large group who do not appear to fall into either of the 
other groups. A skilful teacher knows how to take care of each mem- 
ber of each one of these groups ; and the degree to which he or she 
knows how to take care of these individuals, marks the degrees to 
which that teacher has attained superiority in discrimination of indi- 
vidual power and of individual ambition. I think there should be 
persistent and relentless exaction of the best effort of the student both 
in oral and in written work. 

I think there should be quick perception on the part of the teacher 
of the failure of close attention on the part of the student. Now the 



16 THE H. S. T. A. BULLETIN 

student may appear to be very attentive indeed and have his thoughts 
a thousand miles away from anything that is going on in the class- 
room. Inattention does not necessarily mean a deliberate attempt 
to break a window or the throwing of crayon about a room. The 
teacher should, I repeat, have quick ability to recognize loss of atten- 
tion on the part of the individual, and marked ability to regain it 
through something in the lesson. You cannot regain it by mere 
command that the student shall attend. You may whip up apparent 
attention for an instant in that way, but you do not regain it perma- 
nently in that way. 

It is of vital imporance, I think, that the teacher should be kindly, 
good-humored, self-controlled, and exceedingly courteous in class. If 
the teacher is courteous, rigorously, consistently courteous, no matter 
what the provocation may be — and I know as well as the rest of you, 
because I am gifted with a hot temper, that it is an extraordinarily 
difficult thing to be self-controlled — he will control well and be at an 
immense advantage in dealing with either teachers or students. 

Next, a superior teacher should use good judgment in rating 
pupils' work, good judgment in rating oral work, good judgment in 
rating written work. And last, but not least, in my judgment there 
should be good results both in school examinations and tests, and in 
outside examinations. Now I do not believe that results in examina- 
tions are final tests of good teaching ; I do not believe that to teach 
for mere results in examinations would be good teaching. I do believe, 
and am ready to maintain it, that good teaching will produce good 
results in examinations, that is, in examinations that are fairly set and 
well conducted ; and therefore, to some extent, results in examinationse 
are a test of superior teaching. 

I think we may turn now to the qualities that the superior teacher 
should show in his own make-up and personality. In the first place 
I should put as the most important quality of all, the possession of 
good health. I should like to have some provision made by which 
teachers who are not in good health, could be removed from work, 
made comfortable and happy, and kept somewhere until their health 
was recovered, and have no teacher who is not comfortable, happy 
and cheerful in the classroom. 

I think the superior teacher must show superior scholarship in his 
special subject. I think he should show habits of punctuality and of 
regular attendance. While I sympathize with all my heart with those 
who are compelled to be out of school much of the time during the 
term, I still think that no one can, in honesty to the city, rate the 
services of such teachers as efficient. You know and I know what an 
interruption it is to be continually changing from one teacher to an- 
other, from a regular teacher to a substitute, and from the substitute 
back to the regular teacher. 

I think, moreover, that the superior teacher should display accu- 
racy and promptness in making reports, and accuracy in keeping 
records ; and I have absolutely no sympathy at all with the teacher 
who declares that such work is not to be expected of a teacher, or 
with one who belittles the importance of such .work. Such work is 
vastly important, such work cannot be wholly removed from the 
province of the classroom teacher, and it should be well done. It is 
such important work that I think is should be rated in estimating the 
superior personality of the teacher. 

A superior teacher should show some executive ability. He should 



THE H. S. T. A. BULLETIN 17 

display cheerful willingness for extra service of any kind, such as cen- 
sorship of a society or, if he is gifted that way, the care of some branch 
of athletics, or as class adviser to a group of students, — boys or girls. 
He should have ability to see fields of usefulnes for himself. I was 
very much' astonished by having two teachers come to me recently 
and say "You have never given me an opportunity to be useful in this 
school." Now, ladies and gentlemen, I lay it down as a true proposi- 
tion that the teacher who has been five or six or seven years in the 
school and then comes to the principal and says "you have never 
given me an opportunity to be useful in this school," will never be 
very useful in that school. 

A superior teacher should possess qualities of tact, good temper, 
Justice, humor, sympathy and patience. He should display, in my 
opinion, willingness to be present at school conferences, commence- 
ment exercises, and all such gatherings. And I think he should dis- 
play, and I feel this strongly, though I may be wrong, I think he 
should display serenity in times of stress. I do not believe that a 
superior teacher suffers very acutely from the mysterious and painful 
malady that is -known as nervous strain. The people who talk most 
about nervous strain never are and never will be superior teachers. 
He should possess ability to deal with any ordinary case of laziness 
and small breaches of discipline in his own class without having to 
bring the offender to the office. He ought to be unwearying in his 
effort to' bring laggards up to better standards. The teacher who 
promptly disappears every day at 2 130 can never be a superior teacher 
in my judgment. He should display an active interest in each member 
of his official class because the interest of the official teacher means 
frequently success or failure to a very large number of students in 
his particular group. It is n ot sufficient that the biology teacher in 
charge of a group of students should merely be interested in the biol- 
ogy lessons of his students. The official teacher of that group of 
students ought to be interested in what the students may have done 
in English or in algebra or in any other subject; and a little interest 
displayed at the right time early in the term will very often change the 
whole attitude of a class and mean success instead of failure to a large 
group of students. I have seen that happen frequently. The good 
class teacher exercisees a tremendous influence up his group of stu- 
dents by encouragement, by little personal inquiries as to difficulties, 
and by a little prodding in his own classroom of the lazy. 

Perhaps after all this you will imagine that the last thing neces- 
sary for the superior teacher is a pair of wings. Now I am not sure 
but that a really superior teacher is a person who is almost in pos- 
session of a pair of wings. I think that none of the qualities that I 
have named are qualities I would willingly omit, and yet I do not 
think that any individual teacher can measure up to all of them. I 
do not suppose any one of us, or anyone in the whole system, could 
measure up to the standard which I have presented ; and yet, in some 
degree, the superior teacher should possess all the qualifications men- 
tioned. If there are any qualities which he should not possess I ant 
sure the speakers who come after me will tell you what they are. 
(Applause). : : 



1 8 THE H. S. T. A. BULLETIN 

ADDRESS BY PRINCIPAL WILLIAM FAIRLEY. 

Mr. Fairley, Principal of Commercial High School, Brooklyn, 
addressed the meeting as follows: 

Ladies and Gentlemen : — I think we shall all have to Be brief, I 
will make what I have to say very brief. Some one stated that going 
over all these blanks which we have been requested to sign for the 
rating of so many teachers, and applying the questions personally, 
and asking, "Mr. Present Principal, how would that have hit you 
three years ago?" would be a rather humbling exercise. 

I think I shall limit what I have to say to two considerations, and 
I will begin by saying that all my remarks are colored by the fact 
that I have to do only with men in a boys' school, and that certain 
phases of the problem which would be incidental to the mixed or girls' 
school do not come within my view at all. 

I read some time ago that in some petty German state, — call 
it the Grand Duchy of Mechlenburgh-Schwerin, — there was great 
agitation among the teachers for a very needed increase of salary; and 
in Germany, if not in New York, as those who are familiar with Ger- 
man teachers' pay know there is a chronic need of increase of salary. 

Well, the benevolent administration decided, as other benevo- 
lent administrations have decided, that a substantial change looking 
toward an increase of salary was not at that time feasible ; but it did 
decree to all the teachers of Mechlenburgh-Schwerin a very gorgeous 
and dazzling uniform, with a lot of braid and gilt buttons. I don't 
know whether the ladies had tassels or not; but there are not many 
ladies in the German schools. 

Now if this rating of men in my school was to give them another 
stripe down the trousers, or another row of buttons down the front 
of the coat, or an extra tassel on the head, or something of that kind, 
and didn't go into the question of a needed and promised and merited 
increase of salary, it could be done in a much more cold-blooded way. 

Associate Superintendent Stevens differentiated very justly and 
keenly between the rating function and the salary-fixing function. 
To make out one of these volumnious blanks, to discuss it with the 
other six members of the Board, to decide whether a teacher is really 
of superior merit or not, if you could seperate it entirely from the 
underlying, burning question of the need of increased money to meet 
increasing bills, that would be relatively simple, and my work would 
be easier. I have confessed that before the examiners and before the 
superintendents. 

I would answer a remark that was made by one of my colleagues 
on this problem. Let me quote from a resolution of the High School 
Principals, framed by a committee of which I was a member. This 
statement was made in a report of such committee : "That it is the 
judgment of the High School Principals that all teachers who are at 
the maximum should automatically pass to the new maximum," That 
was the position of that committee, and I believe it was unanimously 
supported, or all but unanimously supported, by the principals. 

If I am asked what is my definition of "superior teacher," I should 
agree with Mr. Stevens that it is largely a matter of intuition. You 
could not define it any more than we men teachers could pick out 
wives, or women teachers pick out husbands, by an advertised cata- 
logue of virtues. I have made out these lists for fifty or sixty men; 
and according to that catalogue a man may be not a superior teacher ; 



THE H. S. T. A. BULLETIN 19 

and yet I am persuaded that he is one, because I have found out the 
good things about him. But he is not a superior teacher according 
to the catalogue of excellencies ; and in committee meeting I might be 
compelled to vote seemingly against my own statements, in black and 
white. Again I feel I may have been obliged in many cases to chron- 
icle some very serious fault on the part of the teacher who on the 
whole is more than fit and meritorious, — who is superior. 

Now, let me in closing voice the sentiment of a number of teach- 
ers with whom I had the pleasure of journeying over here in the sub- 
way this morning. Expression was given to this, — that this rating 
and this salary fixing should not be for the purpose of keeping down 
the expenses of the city, and keeping as many as possible away from 
the increase, but that it should be for the benefit and uplift of the 
teaching force. And as an end to that, this was strongly urged, as from 
the defendant's point of view, by the teachers, — if we principals, if we 
visiting superintendents, marked and kept records of deficiences, then 
the teacher should know it in every case, and the statement of the fact 
should be used as a basis by the superior for endeavoring to help the 
teacher to a higher standard by correction of his faults. (Applause). 

ADDRESS BY PRINCIPAL WILLIAM L. FELTER 

Principal Felter, Girls' High School, addressed the meeting as 
follows : 

Examiner Smith has indicated that the new law is a method of 
separating the sheep from the goats ; and every man and every woman 
who has not learned of favorable action by the Board of Examiners 
is asking the question, "Am I the goat?" 

Let me say that I believe that the result of the law will be a 
decided improvement in high school teaching. I believe, however, 
that those who have fought so well and so long for an increase in 
salary should have that increase in salary, the law to the contrary not- 
withstanding. I believe that the strict provisions of the law, or the 
strict interpretation of the provisions of the law, should apply to those 
who come up in the future. And I heartily agree with the remarks 
last made that every teacher should be appraised of his shortcomings' 
to the end that the needed improvement may be made. 

Now let me say that every principal, of course, looks on these 
matters from his own point of view. Personally I am inclined to put 
emphasis in superior merit upon work done in the classroom. I agree 
that social activities are desirable, I agree that every teacher should 
be interested in every activity of the school, I agree that the teacher 
should be a paragon ; nevertheless the great burden of emphasis should 
beplaced upon this: What does this teacher do in the classroom? 
(Applause.) 

Now then one question to be asked is, What use is made of the 

time, — only 45 minutes to a recitation, how long does it take that 

teacher to get down to business? The second is, Is he so wound up 
with the machinery of his instruction that he can never divorce him- 
self from it? Is he such a cut-and-dried pedant that he has outlined 
that lesson exactly as he wants it, and never thinks of deviating from 
that plan by a hair? Or, on the other hand, does he go in there and 
say, "I have taught this subject for 10 years ; what need have I to make 
any special preparation?" Then he wonders why pupils are not inter- 
ested in his subject. He had better go back and read Matthew Arnold. 



20 THE H. S. T. A. BULLETIN 

Or does he say, ''Why there is nothing for me to do put to hear the 
recitation." Is that making the best use of the time? There are 
teachers who unconsciously repeat every answer a pupil gives, and 
cut the recitation time in half by doing this. 

You ask a teacher of that kind, "Are you strving to get attention?" 
"Certainly; I insist on everybody looking right at me." And yet that 
teacher's efforts are always putting a premium on inattention. A 
teacher ought to know the Socratic method, and ought to know when 
that method should be used and used wisely ; ought to know when it 
is time to give questions which call simply for information from the 
pupil, and then ought to know when it is time to use power ques- 
tions that will test the real instruction that has been given in the 
subject. I do not know one high school teacher out of a hundred who 
in my judgment ever begins to get out of a pupil what there is in 
him. I will give you an illustration. In the elementary school the 
teachers have dictation in English, and they will dictate a little group 
of words, three in number ; and the attention of pupils is never culti- 
vated to take more than three words at a time. We have the same 
thing in high school work. We will ask a question, even in English, 
If we get back an answer of two or three words we are satisfied. 
Our standards are too low. We have never yet as teachers devised 
methods that will enable us to develop the powers that lie dormant 
in every child before us. Why? Because we have been pedants and 
not teachers. It is because we have been too willing to walk on in 
these paths they are good enough for us. It is high time we woke up 
to the problem before us, and began to use the material before us 
day after day. Take the mater of employing the self-activity of the 
child. Do we do it? No. 

My great fault with teachers is that they make the recitation 
turn around themselves and not around the child ; and the teacher 
in planning a lesson says, "What am I to do?" instead of saying, 
"How am I going to arrange this work so as to get the maximum of 
self-activity from the pupil?" It is the wrong point of view in the con- 
duct of the recitation. Of course the implication is that the teacher 
who knows how to question skilfully, who knows how to utilize every 
minute of the 45, who is skilful in devising methods for utilizing the 
self-activity of the child, is on the high road to being a teacher of 
superir merit. 

But so long as we study psychology, and know the terms in the 
book, and talk glibly about the self-activity of the child, and of acom- 
plishing the maximum result with the minimum of effort, and then fail 
to exhibit these things in the classroom in our daily work, thus demon- 
strating that we have our psychology at our tongue's end and not at 
the end of our fingers, until we have done that, why we should not 
make very serious claims to be teachers of superior merit. It is the 
younger ones I am talking to now. 

Now mark you, do not misunderstand me, do not think for a mo- 
ment that I infer or imply that the older teachers do not now exemplify 
the very things of which I am speaking. They do in many instances. 
I am speaking of the young ones, who, instead of spending ten minutes 
at the end of the day looking back upon the way in which they have 
gone through the day, spend their time in reading books of psychology. 
These are the persons I am talking about. I have in mind some of the 
older teachers who have precious little to say during the 45 minutes; 
and problems of attention, and problems of interest, and all other prob- 



THE H. S. T. A. BULLETIN 21 

lems, disappear because the pupil is kept so busy he has no time to 
think of anything else. (Applause). 

ADDRESS BY PRINCIPAL CHARLES D. LARKINS. 

Dr. Larkins, Principal of Manual Training High School, addressed 
the meeting as follows : 

We have heard so much said about what constitutes a superior 
teacher, that I wish to present some things that appear to me positively 
to prevent a person's being rated as a teacher of superior merit. 

We often hear quoted the expression : "A sound mind in a sound 
body." It seems to me that no one can be considered a superior 
teacher who has not reliable health and a reliable head. I shall illus- 
trate some of my remarks by concrete examples. 

First, I know one man whose health is so unreliable that when 
his girl "went back" on him he went to bed and stayed there for two 
weeks. A physician gave a certificate of illness, and I was requested 
to sign it. I felt a good deal like editing the physician's certificate, 
and wrting into it the disease was "weak knees." 

No person can be a superir teacher, of course, who has not intelli- 
gence. But to that there must be added sympathy with the stupid and 
with one's associate. In other words, no one can be a superior teacher 
who is hard and unyielding, nor can a person be a teacher of superior 
merit who lacks stamina, who has not the ability to "stay put." The 
person who decides to do one thing to-day and another to-morrow can- 
not possibly be a teacher of superior merit, or so it seems to me. 

A teacher to be of superior merit must have a fund of useful and 
usable information. I taught in a school with a man whose reading 
seemed to be governed by the size of the book. He told me he was 
in love with small books because he could carry them in his pocket. 
And after knowing him some years I came to the conclusion that he 
knew nothing except what he could get from small books. He had 
the most varied mass of facts of any man I ever knew, and he knew 
more things not worth knowing than any man I ever knew. On the 
other hand there were many things an intelligent man ought to know 
of which he seemed to be ignorant. He knew enough facts, but they 
were neither useful nor usable ; they seemed to have been dumped 
into his mind as they dump bricks to the sidewalk ; and he never 
seemed able to use the thing he needed just at the time that he needed 
it. That chap, as I view it, cannot become a teacher of superior 
merit. 

Again, a teacher cannot be superior who is not reliably conscien- 
tious — now notice the adjective — who is not reliably conscientious. 
A woman told me not long ago about how conscientious she was in 
doing her work; and, yet, when I assigned her to certain work, she 
said if I insisted on her doing it, she knew it would make her ill. 
On the following Monday morning she didn't show up — pardon the 
slang — and she didn't for a week. When she did come to school she 
brought a physician's certificate. I do not think that her conscience 
was reliable. The man before mentioned, who went to bed for several 
weeks, did not have a reliable conscience, although possibly it was a 
case of heart failure instead of weak knees. 

Again, a superior teacher must be dependably self-controlled. 
I know teachers who for three or four months at a time are reliable 
and straight and dependable until the test comes ; then they lose them- 



22 THE H. S. T. A. BULLETIN 

selves completely. One man has never brought a boy into the office 
without announcing at the very start: "This boy is the worst boy I ever 
saw." And apparently all the boys that come to him are in ascending 
degrees, in arithmetical progresion, of badness; each one is worse than 
all the rest. I remarked when he said it the last time that he must 
have had an awful experience. 

A teacher of superior merit must have patience and take infinite 
pains. I believe we fail in our teaching more often because we are not 
careful enough than for any other cause. We are not definite enouh 
in what we mean, in just exactly what we want. The ability to be 
patient and to take infinite pains must be inherent in us, to make it 
appear in our insrtuction. 

Of course, it goes without saying that no one who fails in un- 
limited and untiring industry can be a successful teacher, and the same 
may be said of perserverance. If we decide to do anything, we must 
look after it until it is finished. I went into a gymnasium, two or three 
days ago. The teacher was giving an exercise to a large class. I 
had spoken to her fequently about a practice she had of giving the first 
part of a command — the command of warning — then interpolating a 
little speech, and after that giving the command of execution. I had 
spoken of it so many times that I think my presence disturbed her more 
or less. She gave a command of warning, had the class at attention, — - 
and they were in the position of exact attention ! then she interpolated 
a little speech ; then she said, "In place rest" ; then she finished her 
speech ; then she gave a different command of attention and quite a 
different command of execution from what she had started with. That 
type of teacher is easily shunted from her course. Of course, if we 
lack perserverance we cannot be superior teachers. 

Again, a superior teacher must have an engaging personality ; and 
that covers a multitude of things. For example, there are two women 
teachers, that I know, to whom, if they should meet me on the way 
out of the school building and should say to me, "If you are going up 
the street I will walk with you," I think I should say, "Let us go back 
into the office and talk it over." It is incumbent on a teacher to dress 
well, to look well on the street. "The apparel oft proclaims the man." 

Lastly, a successful teacher must have a broad and abiding love 
for his fellow-men. And the ladies will understand that I do not mean 
a broad and abiding love for some particular fellow, but they shall love 
mankind in general. 

Now this catalogue of virtues, as Dr. Fairley called it, would seem 
to indicate, as Mr. Denbigh has said, that a person needed wings to be 
rated as a superior teacher. I feel rather sorry that the discussion of 
this morning has taken the direction it has, — an attmpt to interpret 
the law. There ought to be a committee of legal lights to do that. 
In my practice in the matter of rating teachers I have been satisfied 
wtith a good many fewer than the points I have indicated. Before 
I tell you how I felt when I went before the Board of Examiners, I 
wish to say that the attitude of the Board was an attitude of perfect 
fairness and squareness. I think they made mistakes some times. I 
think occasionally they rated a person as superior who ought not to 
have been so rated. I think occasionally perhaps they rated teachers 
below superior who ought not to have been so rated. Nevertheless, 
in every such instance, it was a mistake of judgment, due entirely to 
a lack of knowledge of the facts. They were trying to be perfectly 
fair and square and they were administering the law as they under- 



THE H. S. T. A. BULLETIN 23 

stood it, and in the most liberal way. My own attitude was that of 
attorney for the applicant. I thought every teacher was entitled to 
representation in that board. The teachers of the Manual Training 
High School are all my personal friends, and I know all about them. 
Who was to speak a good word for them in that board if not I ? 

That was my attitude, and I think it was the attitude of every 
principal in the system. That will be my attitude in the future. I am 
the one who knows the teacher more intimately than any one else. I 
know many good points in the teacher that the superintendent does 
not discover in a short inspection. Personally I think that so far as 
the Manual Training High School is concerned, the law has been a 
good thing; because as soon as that law was enacted and discussion 
upon it began, I discovered that certain teachers can teach much better 
than I ever suspected they could. 

ADDRESS BY PRINCIPAL WILLIAM McANDREW. 

Wm. McAndrew, Principal Washington Irving High School : 

Ladies and Gentlemen : — Considering the time of day and the 
amount of talk ypu have endured you are superior in one quality, 
beyond all doubt. That is in courtesy and politeness. 

Mr. Smith has told us of the difficulty in getting at the purpose of 
the law. Those of us who were in the system in 1898 and who have 
watched with economic interest the matter of salary schedules since 
then recognize one intent of the law which Mr. Smith has not very 
largely touched upon. In 1898 the high school schedules proposed 
clearly defined rates of pay for high school teachers. Annual incre- 
ments were provided. A man could look forward pretty definitely as 
to what he could expect. But a remarkable depreciation in the value 
of money has gone on until what was a dollar in 1898 is not worth 
more than 60 cents in 1912. The $2000 salary looked forward to, 
proves when you reach it to have shrunk to $1200. Never for a mo- 
ment during the discussion of the need of a better salary law did any- 
one lose sight of the fact that the depreciation of high school salaries 
needed correction. I can not bring myself to believe that there was 
any intent or purpose so important as that of making the salaries of 
1912 equal in value to what they were in 1898. The main proposition 
admitted by those who advocated this law, and by those who passed 
it was, the high school salaries should be corrected ; they should be 

Now, to bring into this law another purpose: that of rewarding 
superior merit, may be all right. We are all in favor of getting a rela- 
tion between pay and value received. But that was not, I believe, the 
primary purpose of this act. Until the corrective effort of it is satis- 
fied ; until the people of 1898 and 1899 and 1900 have the value of the 
schedules restored why be so decidedly negative in refusing to adjust 
the salaries of those who do not shine in the precise particular way the 
examiner demands. 

We could learn something from Pittsburgh in this regard. The 
Teachers' Association convinced the authorities that the deterioration 
of money values had left the teachers underpaid. 

New and advanced schedules were passed. Then the good people 
who wanted to be sure of a bargain got a commission of merit estab- 
lished to examine all the teachers. A suit was brought by a taxpayer 
to prevent the subjection of his children to the instruction of under- 
paid teachers. The judge decided not only that the law should not be 



24 THE H. S. T. A. BULLETIN 

vitiated by the injection of a new device but he wiped the examining 
board off the slate. (Applause). No; please don't cheer. This is a 
simple business proposition. 

I noticed here the allusion to the action of the principals before 
the Board of Examiners : that the principals seemed to feel themselves 
called upon to act as attorneys for the teachers. Really, Mr. Chair- 
man, such an attitude would be inevitable if a principal found reason 
to believe that the investigation were searching too insistently for 
negative qualities and was too little marked by a disposition to see the 
superiority of the sum of all the characteristics of a teacher. Two 
deficiencies and eight superiorities can easily make an excelling com- 
bination. Examiners may not always be able to see that. 

I think, too, there should be borne in mind that this is a new 
scheme. One can not be so cocksure of things as some wish to be. To 
be given an analysis of a teacher into thirty parts, most of which have 
not ever been recorded or officially suggested, and to be asked to sum- 
marize a teachers' work for three years under those heads is extremely 
difficult. A failure of a teacher to show perfection in one of those 
points is not a serious thing. Teachers should be given to understand 
in a fair advance what the peculiar virtues are to be rated. 

I do not feel so doubtful as Mr. Smith about the considerable num- 
ber of teachers who are superior. We must remember that these are 
picked people, already branded superior by the Board of Examiners 
when the best applicants were passed ; branded superior again when 
they were picked from the head of an eligible list and sent into the 
schools ; scrutinized by superintendents, rated by principals and judged 
meritorious by a board before advancing beyond the sixth year of 
service. There ought to be a large proportion of superior persons 
among people guarded like that. 

I hardly think the attorneyship of principals before the examiners 
has done any harm. No principal would boomerang himself by urg- 
ing the elevation of an unfit teacher. 

There is no reason for any harshness in the superior merit agitation. 
Better pay for better service is all right. We are all agreed on large 
purposes, but it is not necessary to threaten the whole question of su- 
perior merit, as they did in Pittsburgh by over-doing the exclusion act. 
Remember, the salary schedules have been deeply cut by the rise of 
prices. It is hardly desirable to prevent even ordinarily good teachers 
from getting this cut made good. Those who reach the ninth and 
twelfth year hereafter will no doubt improve under the stimulus of the 
law. But there are many of us, I am sure, salary-raise or no salary- 
raise, who know better than we did before what superior teaching is 
and who are going into our class rooms to do it. 

ADDRESS BY PRINCIPAL JOHN L. TILDSLEY. 

Principal John L. Tildsley, DeWitt Clinton High School, ad- 
dressed the meeting as follows : 

Mr. President, Members of the High School Teachers' Associa- 
tion: — You ask me the question, "What is a superior teacher?" I ask 
in return "What do you pay?" In other words, I believe the term 
"superior" can only be defined on the basis of salary paid. 

I came down in the train this morning with a teacher who is work- 
ing for the City of New York, but not in the regular school system. 
I asked him if he knew of any available drawing teachers. He said, 



THE H. S. T. A. BULLETIN 25 

"What do the high schools pay?" I did not tell him the whole truth. 
I said we were paying $2,650 for assistants, and $3,150 for first assist- 
ants. I should have said, "If you are very fortunate, they will pay you 
$2,650, provided you have a long list of qualifications." Now as to 
these qualifications I am in agreement with Mr. Denbigh and the other 
principals, provided you pay what they are worth. 

It is not necessary for me to read the list of qualifications given 
by Examiner Smith and by the principals. Turn over to me the pay- 
roll of DeWitt Clinton High School, amounting to $220,000 a year, 
and I will very gladly rate teachers in that school on this basis of 
superior merit. And if I found a teacher who apnroached within gun- 
shot of the superior teacher as defined by the Board of Examiners, I 
would pay him about $4,500 a year. I would not pay him $5,000, be- 
cause that is all I get myself, and I feel that my dignity requires that I 
get more than my teachers. I would take the next class, those whom 
the Board of Examiners would not allow to pass for the twelfth year 
but for the ninth, and I would pay them $3,500. I would take those 
who have a scheme that would work well. Possibly I should not need 
any more money than is paid out at the present time, for there are 
some teachers whom I could secure in the open market for much less 
than is paid under our present salary system. 

Now this Grady law, that is the name given to it I believe, has two 
aims, with one of which I am in sympathy and with one of which I 
am not. The one with which I am in sympathy is the increase of the 
salaries of the teachers for the purpose of securing a better supply of 
teachers. The other aim is a very manifest one ; since it is the law, 
it should be realized in the fairest possible manner. The object of the 
Board of Examiners, together with the associate city superintendent, 
the district superintendent, and the principal, should be so to adminis- 
ter that law as to secure what I regard as one of the two great ob- 
jects of that law, namely, an adequate supply of teachers. At the 
present time in DeWitt Clinton High School there are twenty-six 
vacancies. If I had my way there would be more. What do I mean 
by that last statement? I mean we have among our corps of teachers, 
some I won't say whether they are recent or old, whom I would not 
have there if I were running a private school. There are twenty-six 
vacancies there, and many in other schools. The Board of Examienrs 
and the other members of this committee, having a certain measure 
of discretion provided for in the law, are administering that law so as 
to cut down the supply of teachers. And in the future, I see it in "The 
Globe." I don't know whether it is true or not, the Board of Super- 1 
intendents proposes to increase the qualifications for assistant teachers, 
and that with twenty-six vacancies in the DeWitt Clinton High 
School. 

There is but one common sense way to administer the law. The 
fundamental need at the present time is teachers, and good teachers. 
We do need to improve the teaching of those now in the system ; 
but the most serious difficulty confronting us at the present time is 
that we cannot get any teachers at all. I cannot obtain even substiT 
tutes. What is going to be the effect on the supply of teachers in the 
City of New York when word goes about that only very exceptional 
teachers can secure the magnificent salary of $2,650? And what is to 
be said to the person who comes to you as a candidate for a teaching 
position when he asks, "What are my prospects for the future?" As 
this law is administered in the case of the teachers in the DeWitt 



26 THE H. S. T. A. BULLETIN 

Clinton High School, I could not say to that person that the chances 
are good for securing a salary of $2,650, because the law is adminis- 
tered very strictly. 

I will give the Board of Examiners credit for desiring to admin- 
ister the law justly. I do not always agree with them. I think they 
have made one fundamental mistake in the administration of that law; 
but that belongs to another part of the discussion. If I am right in 
saying that the effect of the present administration of the salary law 
will be to seriously cut down the supply of teachers in the next few 
years, or to result in a steady degeneration in the quality of the appli- 
cants for licenses, then in my judgment there ought to be a change in 
the administration of the law or, if necessary, a repeal of th elaw. 

I had occasion, last Sunday, to give a talk on the high schools of 
New York, and I made the prophecy that a generation from now would 
find an inferior lot of teachers in the high schools of New York. At 
the present time we need to stretch every salary law to the utmost so 
as to secure the greatest maximum to every teacher possible. We 
need the greatest number of first assistants merely that a great num- 
ber may receive the higher salary. We ought to pay every teacher the 
highest salary, for only in that way can we secure an adequate supply 
of teachers. And if the present system does not do that, it must in- 
evitably come that we shall have a new law. 

Now, just one more point, with regard to the definition of "su- 
perior," my one and only criticism of the Board of Examiners in the 
administration of the law. From the standpoint of passing on teacher's 
qualifications, I think they are making one very serious mistake. A 
very wise principal once said to me that if a teacher had one serious 
defect, he did not see how a teacher could be rated "excellent." But 
some two years later he stated to me that he had made a serious 
mistake in the judgment thus expressed. I find a tendency on. the 
part of the Board of Examiners to lay too much emphasis on mere 
methods of teaching in the classroom. I visited, yesterday, the reci- 
tation of a teacher who, inside of ten minutes, violated many rules of 
good teaching as laid down by the Board of Examiners and the writers 
on pedagogy. He did the things he ought not to have done. Neverthe- 
less, I regard him as one of the most valuable teachers of the DeWitt 
Clinton High School. He had what I regard as the most valuable 
element in superior teaching, — a strong, effective, positive personality. 
I regard superior teaching as the projection of a strong personality 
modified by a study of right methods. If the choice were to arise be- 
tween methods and personality, I should choose personality every 
time. 

You were told this morning that it was the function of the prin- 
cipals and heads of departments to make good teachers out of poor 
teachers. If the Board of Examiners will supply us with young men 
and women without experience in teaching, but who have character, 
who have culture, who have breeding, I will guarantee that the heads 
of departments and the principals can make out of them good teachers ; 
methods can be acquired, and almost everything else can be acquired, 
provided your raw material is good. But I believe it is absolutely im- 
possible to make good teachers out of some of the material now sent 
to us by the Board of Examiners. And the reason that such material 
is sent to ns by the Board of Examiners is that they cannot furnish us 
with anything else. I do not blame the Board of Examiners, because 
they send us the best of what they get. Some 400 or 500 candidates 



THE H. S. T. A. BULLETIN 2j 

for teaching positions in the New York high schools took the examina- 
tions in the DeWitt Clinton High School auditorium last fall. Up to 
date I doubt if fifty have survived, and I would not want some of 
t«he fifty. 

The salaries paid in the New York high school are not high 
enough to longer induce young men of education, of culture, of breed- 
ing to enter our ranks. Why, in such a condition of things, admin- 
ister the salary law, when you have discretion, in such a way as to 
make it impossible for even the less ambitious to enter our high school 
system in the future. 

THE TEACHING OE SALESMANSHIP AND ADVERTISING. 

An Address Before the Bookkeeping Section of the High School 

Teachers' Association. 

By DR. EDWARD J. CLAPP, 
New York University School of Accounts and Finance. 

Gentlemen : — Mr. P.ugh has written and asked me to . speak to 
you on the subject of teaching salesmanship and advertising. At 
my request I have been excused from discussing the propriety or pos- 
sibility of teaching such subjects in commercial high schools — of 
which I know little — and have been allowed to describe my own 
course in Selling and Advertising at the School of Commerce, Ac- 
counts and Finance of New York University. About one year's ex- 
perience on the road in all parts of the country, and a pretty thorough 
study of selling literature was the preparation I had "for my salesman- 
ship course. All I know about advertising is what I have learned 
from books, from observation and from friends in the advertising 
business. 

There is one certain way not to give a course in selling and 
that is to have the course given by outside lecturers, eminent special- 
ists, who have been a success in the sales department or on the road. 
It must have been the sad experience of every teacher of commer- 
cial subjects that rarely can a business man tell you -a simple, round, 
unvarnished tale of how he does it. To him it is a huge mass of 
detail in which he instinctively finds his way about, but which he 
never has stopped to classify. Not in all cases has he the education 
and the knowledge of related business subjects to enable him to carry 
out this classification if he tried. You will usually do better if you 
call on him, get him to tell you what you want to know and then 
present it to the class in condensed, logical form. 

If you do have the sales specialist come before your class th£ 
chances are that he will come and give advice. It is always assumed 
that the young want this, and need it. They are told to go to bedi 
early, to hustle and never give up, to remember that the good of the 
House is also their own good, to be neat, industrious, honest and 
what not. But that is not teaching them salesmanship. It is merely 
bad preaching. Indeed, of all classes of men, not excepting even the 
clergyman, salesmen are most addicted to giving advice. Those who 
have perused sales literature will bear me out when I say that it 
contains little else than more or less good precepts. 

Even when, in other courses, such as Transportation, men of 
broad grasp and wide vision can be persuaded to speak to the class, 
the result is not usually satisfactory. None of them will stick to his 



28 THE H. S. T. A. BULLETIN 

last; the various lectures overlap and contradict; the whole series 
is without beginning and end. A one-man course, provided that man 
has thought through the subject, has a chance of being a complete and 
coherent whole. 

At the beginning of the course I warned the men that I should 
not teach them how to be salesmen. The attempt was made to teach 
them the science, not the art, of salesmanship. There is no point 
in teaching them the details of selling, which are different with each 
firm. We must teach them the principles which are unvarying. My 
first lecture consisted of a skeleton of the development of trade, the 
mediaeval organization of production and trade, the change wrought 
by the industrial revolution with its wide separation of producer and 
consumer and its need for a new distributing mechanism for the sur- 
plus which factory turned out. They were told of the rise of the 
traveling salesman and his place in that mechanism, of the probable 
changes in distribution that would affect him in the future. 

Then we treated the Psychology of Selling. They were told, for 
instance, what psychology was, something of the nervous system and 
its operation, something of the nature of Attention, Interest, the As- 
sociation of Ideas, of Argument and Suggestion and the respective 
parts which they played in persuasion. 

Next we considered Traveling Salesmanship and all that per- 
tains to it. They were told what qualities a salesman should have 
and we investigated the old charge that "salesmen are born, not made." 
We saw what equipment he should have and what modern aids he 
could use, such as a card catalogue of his customers. We saw that, 
as prices were pretty equal under ordinary conditions, the salesman's 
hold on his customers was dependent on the care he took of them : 
the service he gave them. We discussed price maintenance, methods 
of salesman's compensation, the reports a salesman should render to 
the house, etc. 

We then examined Sales organization. Such subjects were con- 
sidered as : Planning a Selling Campaign, Salesmen's Training Schools, 
Salesmen's Demonstration Meetings, the Sales Committee in the Fac- 
tory, the Standard Selling Record, Keeping Track of Salesmen on 
the Road, Cost Accounting to Find the Salesman's Values, etc. 

From this point on the course dealt rather with the broad ques- 
tions of distribution. We took up first the usual channels of distri- 
bution and discussed the place and the workings of the commission 
man, the wholesaler and the retailer. We investigated in detail the 
new developments in the field of selling: the department store, the 
mail order house, the chain store, the-operative buying and selling 
association. We examined carefully the advantages and disadvantages 
of selling direct. 

Foreign Selling was the next subject. We glanced at the direc- 
tion and nature of our foreign trade and decided where and wherein 
the field of expansion lies. Through many examples we saw the need 
of a better study of foreign markets by our exporting industries. We 
discussed the various forms which the organization of export sales 
can assume. We considered the preparation which a young Amer- 
ican salesman should make before launching forth in the foreign field. 

Finally, we took up the matter of Credits and Collections, not 
because it necessarily belongs in a course on Selling, but because 
it can more easily be tacked on there than anywhere else. We ascer- 
tained the n^'-re and the basis of credit and discussed the problem 



THE H. S. T. A. BULLETIN 29 

of the credit man, the rating books and reports of the commercial 
agencies, credit clearing houses, credit insurance, salesmen's reports 
on persons of doubtful credit. We investigated the methods of ascer- 
taining the credit of foreign buyers and methods of foreign collec- 
tion. Next year the subject of Installment Selling will be treated 
under the head of Credits and Collections. It belongs here rather 
than among the strictly selling problems. 

But I do not anticipate that there will be many changes in the 
next year's course. In general it seems to me that the ground is 
fairly well covered. Only one outside lecturer was called in for the 
course and he was a success. He was a traveling salesmen's instruc- 
tor of the National Cash Register Company, of Dayton, Ohio. He 
happened to be east while I was on the subject of Traveling Sales- 
manship. He brought up to the classroom a heroic-sized cash reg- 
ister and one evening sold it to another National Cash Register man 
who accompanied him and impersonated the recalcitrant merchant 
to the great amusement and edification of us all. 

As regards Advertising, I shall tell a shorter tale. Like Sales- 
manship, I am giving it /this year for the first time, and am arrang- 
ing it from notes which I have collected from reading, observation 
and conversation with many advertising men. But the Salesmanship 
course is behind me ; the Advertising course is just fairly in swing. 

Thus far we have discussed the history of advertising, its place, 
in the scheme of distribution, the main classes of men engaged in the 
advertising business, the main mediums by which we advertise. We 
have just been engaged in the subject of the Psycholofy of Adver- 
tising, wherein we cover briefly the same ground which we covered 
in Selling, and in addition consider what optics teaches us to observe 
in advertising practice. We shall then consider the relation of Art 
to Advertising and state principles of good advertising. 

Next we take up in detail the work of the three main classes of 
men in the advertising business ; the advertising agent, the adver- 
tising manager and the advertising solicitor. 

Then we shall learn to know the tools of advertising : type, copy, 
layout, border, illustrations, colors, etc. ; consider rates, keying and 
checking up advertisements. Next we study the laying out of an ad- 
vertising campaign for national advertiser, retail advertiser, mail 
order advertiser, etc. Here we come to a consideration of the relative 
value of various mediums for various purposes and the value of "cir- 
culation" statements. We discuss the purpose and the principles 
governing the make-up of newspaper, magazine, trade paper, mail 
order, poster, street car, booklet, window display, house organ and 
letter advertisement. Finally, we shall discuss the move to purify 
advertising, including statutes passed. 

In this Advertising course we plan to have three outside lecturers : 
one an advertising agent, one an advertising manager and one the 
proprietor of a mail order house. They are all friends of mine and 
will not resent my telling them just what ground they are to cover. 
We expect to use considerable illustrative matter. Monday night I 
lectured on the relation of art to advertising, using slides loaned me 
by the New York Advertising Men's League and reading a lecture 
they loaned me, prepared to go with these slides. Plenty of illus- 
trations can be cut from the newspapers and pinned up. A reflecto- 
scope would be a splendid help -to an advertising class, and we shall 
have one next vear. 



30 THE H. S. T. A. BULLETIN 

A few details of the way in which these courses were given may 
interest you. There were about sixty in either class. We meet every 
Monday night, from 7:45 to 9:45. It is a straight lecture punctuated 
by questions when I see anyone falling asleep. We mark entirely 
by the examinations at the end of the term. At the end of each lec- 
ture I give a ten-minute dictated abstract of what has been said dur- 
ing the two hours. This frees them from paying attention to their 
note books rather than to me while I am talking. It is a practice 
which I brought back from Germany, and which, for many reasons, 
I thoroughly believe in. I keep my notes all on 5x8 sheets and the 
notes for each lecture, with the dictation, in a manila envelope that 
just holds them. There they lie, ready for use next year. 

I shall not weary you with a lengthy bibliography. In Selling 
it would not be possible to give a long bibliography, conscientiously, 
anway. I know of no good book on Selling, none worthy to be 
used as a text-book. On the Psychology of Selling consult the stand- 
ard text-books on Psychology, especially James, and see Walter Dill 
Scott's "Influencing Men in Business." For Sales Organization the 
best thing is the chapters thereon in Carpenter's "Profit-Making 
Management." For Selling Practice the best thing in existence is 
the manual which the National Cash Register Company gets out for 
the salesmen. They sent me one. Such a sly dissection of fallible 
•human nature you never read. 

On Mail Order Selling there is much in recent volumes of 
"Printer's Ink" and "Advertising and Selling." The leading mail 
order houses will send you their catalogues and some of the proprie- 
ors talk freely with you, though they will write little. There is a 
great deal about department stores in the report of the Industrial 
Commission. Their doors are always open ; they welcome investiga- 
tion and are a fascinating study. Ojn "Credits and Collections" the 
best thing I have seen is Volume I of the Business Man's Library, 
published by the System Company. Regarding Foreign Selling you 
can use the Daily Consular and Trade Reports, the Monthly Summary 
of Commerce and Finance, and the very numerous publications of the 
Bureau of Manufactures, Department of Commerce and Labor sent 
free to teachers. A valuable manual is the "Exporters' Encyclopedia," 
published here in New r York. 

With regard to Advertising, there is much to choose from. We 
adopted as text-book Calkins & Holden's "Modern Advertising." 
Close competitors are French's "Science of Advertising" and a book 
of the same name by Balmer. There is an excellent history of ad- 
vertising in the May issue of the Quarterly Review for 1855. For 
Psychology see Walter Dill Scott's "Theory of Advertising." Scott's 
three later books are merely restatements of what he said here. A 
very suggestive study, pointing the way to the application of 
Psychology to Advertising, is the thesis of Dr. Strong, of Columbia, 
"The Relative Merits of Advertisements." 

With regard to the entire field of advertising practice there is 
no text-book like the volumes of "Printer's Ink," the leading trade 
paper of advertising men. It will pay you to glance over the recent 
volumes, cataloguing under single headings the many excellent 
articles on "Mail Order Lists," "Advertising Agencies," "Copywrit- 
ing," etc. It will give you a complete text-book on Advertising. 

The "I. C. S. Handbook for Advertisers" and Mahin's "Adver- 



THE H. S. T. A. BULLETIN 31 

tising Data Book" are convenient compencliums of advertising infor- 
mation. 

Finally, as to the value of these courses to the students. I am not 
fully sure what the value is. I know I am not trying to turn out 
salesmen or advertising experts. I have been a salesman, but not an 
advertising man. Yet I find it as easy to teach Advertising as to 
teach Selling. This indicates to me that my hope is being fulfilled, 
that I am teaching them principles. 

Their particular sales manager or their advertising boss will show 
them his individual system, his practice of selling or advertising. I 
cannot show them that. Nor can he give them what I have to give, 
because I am a teacher, — the power to interpret, to understand, to 
see their activity in its proper relationship to their business and to 
business in general, now and then even to think. 

, In the narrow sense this is no "practical" course. A man who has 
taken it can earn nothing more than if he had not ; he will show no 
startling sign of precocity when beginning his career. But I believe 
that such men are the ones who are likely to be advanced when ad- 
vancement is to be made.- I believe they are the sort of man the 
sales manager will call home to be his assistant, the sort the adver- 
tising agency will some day take into the firm. From to-day's point 
of view they have not had a practical education ; from the point of 
view of ten years hence perhaps they have. I believe that my men 
will, if they become manufacturers or merchants, be able to follow 
and check up the work of their advertising departments. The course 
is for those who want to understand Advertising, whether they are 
to be employed in it or not. 

In view of the cry for practical education we teachers of Com- 
mercial Education need to keep in mind that a practical commercial 
education does not consist of cramming the students with tasteless 
facts and details. The poor man will get enough of those later. Lei 
us teach him strength, grasp, breadth of vision, which teach him to 
interpret and classify the facts when he sees them. We have no 
business to show the "student how to fill out order blanks, to memorize 
type kinds and sizes or proof-correcting terms. To my mind, the 
only excuse in the world for including commercial subjects in High 
school and University Curricula is that they are becoming real 
sciences, real disciplines. Now that they are such, they have the ad- 
vantage over the older subjects that they are disciplines which the 
student can carry with him through life. But let us consider them 
as true disciplines. We should busy ourselves with hatching out not 
stuffed, but live birds. 

REPORT OF COMMITTEE ON ABSENCES. 

To the High School Teachers' Association of -New York City: 

Ladies and Gentlemen : — Your committee on Teachers' Absences 
has had the matter referred to them under advisement, and beg here- 
with to submit for your consideration the following report: 

In studying the subject of teachers' absences we have carried on 
two lines of investigation: (1) we have gathered together detailed in- 
formation in regard to the policy pursued by other American cities in 
this regard; (2) we have studied the conditions that exist in our own 
system. 



32 THE H. S. T. A. BULLETIN 

I. 

OTHER CITIES. 

In reference to our investigation of conditions existing in other 
American cities, we desire to point out at the outset that we did not 
have in mind any desire to blindly imitate what we might find work- 
ing successfully in other places ; we are fully aware of the peculiari- 
ties of our own system that grow out of its immense size ; and we 
have not sought to graft features of other systems onto our own. Our 
notion is that as a preliminary to intelligently studying. our system, 
nothing could be more helpful than a knowledge of methods existing 
elsewhere. Accordingly, we sent out to every one of the 224 Ameri- 
can cities, containing 25,000 or more inhabitants a questionnaire by 
which we endeavored to learn the systems in vogue in those cities. 
For detailed information of the results of our inquiries we refer you 
to the various appendices to this report ; the summaries of the tabu- 
lation of the various reports are as follows : 

A. 
PAYMENT OF SALARIES. 

Cities of 25,000 or more 224 

Reporting this item 179 

Twelve payments annually •. 19 

Eleven payments annually 7 

Ten payments annually 135 

Nine payments annually 20 

Eight payments annually I 

Semi-monthly payments 8 

Weekly payments 6 

Optional with teachers 12 

(See Appendix A) 

B. 

DEDUCTIONS FOR ABSENCES DUE TO ILLNESS. 

Cities of 25,000 or more 224 

Reporting this item 192 

No deductions 3 

Some allowance with full pay 70 

Deduction of V[ *P a y • • • 2 

Deduction of 3/10 pay 1 

Deduction of ^2 pay 32 

Deduction of 2/3 pay 6 

Deduction of }i pay 5 

Deduction of 80% pay 3 

Deduction of $1 to $3 per day 5 

Deduction for one clay 1 

Deductions for all day 21 

Deduction of substitute's pay 37 

High and elementary schools treated differently.... 2 

Men and women treated differently 1 

Allowed absences cumulative .- . . ...2 

Unclassified 9.. 



THE H. S. T. A. BULLETIN 33 

Full pay allowed : 

y 2 day allowed 2 

2 days allowed 1 

3 days allowed 9 

4 days allowed 1 

5 days allowed 14 

1 day per month 1 

10 days allowed . . . 24 

12 days allowed 1 

15 days allowed 5 

2 days per month 2 

20 days allowed 5 

3 days per month 1 

30 days allowed 2 

40 days allowed 1 

95 days allowed 1 



(See Appendix B) 



70 



ABSENCES FOR REASONS OTHER THAN ILLNESS. 

Cities of 25,000 or more 224 

Reporting this item 191 

Pay allowed for illness alone 42 

Full pay for death in family 100 

Full* pay for illness in family 14 

Deduction for death in family 11 

Allowance for family illness 16 

Other than personal illness treated alike 8 

Other than personal illness or death treated alike. . . 1 

Quarantine 18 

Court attendance 5 

Visiting schools , 52 

Teachers' meetings 19 

Special permission 14 

For study or travel 2 

Tardiness counted as absences 2 

Provision against "soldiering" 2 

Attendance at weddings 2 

Study or health ; 1 year no pay 1 

"Sabbatical year? ; V 2 pay 1 

Unclassified 8 

(See Appendix C) 

In Appendix D will found some information as to miscellan- 
eous systems, those of the state of new corporations, National gov- 
ernment, the City of New York, and private corporations. 

To the various city superintendents of schools, officials of State 
and city governments, and officials of corporations who have so 
kindly furnished to the committee information we desire to extend our 
thanks, and an expression of our appreciation of their kindness. 



34 THE H. S. T. A. BULLETIN 

II. 

THE CITY OF NEW YORK. 

We have had brought to our attention documentary proof that 
for a long time the city has suffered from the dishonest practices of 
some of the teachers ; its generosity has been abused in a manner lit- 
tle short of scandalous. We endeavored to find a remedy for these 
abuses. It is, however, a relief to learn from the responsible financial 
officers of the Board of Education that, through the co-operation of 
the Board of Superintendents and the Auditor, these delinquencies 
have been uncovered, punished and eliminated. The evils and in- 
justice suffered by the city have ceased to exist. That simplifies the 
task of your committee. We have to deal only with the teachers and 
their side of the problem. 

The rules that at present govern absences in our system are 
found in section 44 of the Manual of the Board of Education of the 
City of New York for 191 1, pp. 54-57. Briefly summarized, they are 
as follows : 

1. Without loss of pay to visit schools, three days. 

2. Without express permission, no absence on account of legis- 
lation. 

3. Absence without pay allowable with approval of the Board 
of Superintendents. 

4. Absence with pay : 

(a) For serious personal illness. 

(b) For death in the immediate family, three days. 

(c) For compliance with the requirements of a court ; if 

it concerns the administration of the schools, full 
pay ; otherwise, half pay. 

(d) Because of quarantine : 10 days full pay, then half pay. 

5. No refund for absence of more than ninety-five days in any 
school year. 

6. For illness : 

First day, no refund. 
Second day, % pay. 
Third day, % of a day's pay. 
Fourth day, iy 2 days' pay. 
Full pay for 5 to 95 days. 

7. Absence without pay for one year for study or health. 

8. Extraordinary delays in transportation : lateness may be ex- 
cused by vote of the Board of Superintendents. 

Let us take up these items seriatim : 

As to (1) : — We learn from the facts gleaned from our question- 
naire that these fifty-two cities in the United States that allow the 
privilege of visiting schools. with pay; of these in twenty no specific 
number of days is mentioned ; in nine cities one day is so allowed, 
twenty-one cities two days are allowed, and in one city five days are 
allowed ; New York allows three days. We have no suggestion to 
make for a change in this particular. 

As to (2) : — We have no suggestion to make for a change in this. 

As to (3) : — We have no suggestion to make for a change in this. 



THE H. S. T. A. BULLETIN 35 

As to (4a) and to (6) : — These relate to allowed absence for per- 
sonal illness. From our questionaire we learn that there are in the 
United States seventy cities that allow full pay for personal illness; 
of these two grant it for a half day, one for two days, nine for three 
days, one for 4 days, fourteen for five days a month, one for one day 
per month, twenty-four for ten days, one for twelve days, five for 
fifteen days, two for two days per month, five for fifteen days, two for. 
two days per month, five for twenty days, one for three days per 
month, two for thirty days, one for forty days and one, New York, 
for ninety-five days. Such being the case, we cannot but express our 
appreciation of the generosity of the city in this particular. As to the 
arrangements that obtain with us in reference to the five days, we 
should feel like asking for a slight modification were it not that in 
our system the pension fund has in practice become inextricably 
bound up with the deductions for absence during those periods. Any 
suggestion for a change in these respects would fall on deaf ears in 
the Board of Education ; accordingly we do no advise any suggestion 
along these lines. 

As to (4b) : — We suggest that the provision in regard to al- 
lowed absence for death in the family be made slightly more specific, 
and that the three days be allowed for the death of any relative living 
in the immediate family, or of a grandparent, parent, husband, wife, 
children, brother or sister. 

As to (4c) : — We suggest that the present provision as to allowed 
absence for compliance with the requirements of a court be made a- 
little broader, so as to read for compulsory attendance at court in 
consequence of a subpoena, and that the full pay be allowed for two 
days. 

As to (4d) : — In as much as we see no reason for limiting the al- 
lowed number of days to ten, we suggest that for purposes of quar- 
antine that full pay be allowed for the full time that quarantine is 
established. Of the eighteen American cities that make any provision 
for quarantine, eleven grant it for the full time. 

As to (7) : — To the allowed absence without pay for study or 
health, we should add "or travel." It seems to us that if any teachers 
are willing to travel, and forego their pay, that the advantages to their 
work that will result from the added culture and enthusiasm will be 
such that they should go with the full consent of the Board of 
Education. 

As to (8) : — We have no suggestions to make in regard to this. 

In addition to the allowed causes for absence, we wish to make 
two suggestions : 

1. Many cases have come to our notice that could not possibly 
be included in any list that could be drawn up ; life is so unexpected 
in its realities that it seems to us that somewhere there should be 
lodged discretionary power to act in what in the report of the Super- 
intendent of Schools of Waltham, Mass., is called emergency cases. 
By this he means any cause equally compelling with illness. At pres- 
ent there is no discretionary power lodged anywhere in our system, and 
cases of severe injustice have arisen in consequence ; we therefore 
suggest as an additional case for full pay "emergency" cases favorably 
reported on by the District Superintendent, and also by the Board of 
Superintendents: 



36 THE H. S. T. A. BULLETIN 

2. We desire to call your attention to the fact three cities make 
provision for allowed absence with partial pay for study and travel, 
viz : Cambridge, Gloucester and Boston, Mass. Cambridge allows 
one-third pay after ten years of service, Gloucester allows full pay 
iess the pay of a substitute, and Boston grants a "Sabbatical year" 
on half pay. We are indebted to William T. Keough, Esq., Business 
Agent for the School Committee of the City of Boston for full par- 
ticulars of the system as it is in vogue in that city. This information 
is found in section 317, paragraphs 1, 2, 3 and 4, and paragraph 2 
of section 344 of the Rules of the School Committee and Regulations 
of the Public Schools of the City of Boston (School Document No. 11, 
1 910, Boston Public Schools). 

"Section 317. 1. Applications for leave of absence to study and 
travel shall be for a period not exceeding one year, shall state the 
definite purpose for which such leave of absence is desired, and, if 
recommended by the superintendent, shall be submitted by him to 
the Board for approval. 

"2. A member of the supervising staff or teacher receiving leave 
of absence to study and travel must have completed seven years of 
service in the public school of the City of Boston, part of which may 
be in the parental school. He may be granted such leave of absence 
more than once, but not to exceed one year in any eight consecutive 
years. 

"3. The teacher shall make to the superintendent at such times 
and in such form as the latter may specify, reports as to the manner 
in which the leave of absence is employed ; and for failure on the part 
of the teacher to comply with any part of this section, or to pursue 
in a satisfactory manned the purpose for which leave of absence was 
granted such leave may be terminated at any time. 

"4. The teacher shall file with the Secretary of the Board an agree- 
ment in writing, binding the teacher to remain in the service of the 
Board for three years after the expiration of such leave of absence, 
or, in case of resignation within , said three years, to refund to the 
Board such proportion of the amount paid him for the time included 
in the leave of absence as the unexpired portion of said three years 
may bear to the entire three years. The provisions of this agreement 
shall not apply to resignation on account of ill health, with the con- 
sent of the Board, not to resignation at the request of the Board." 

"Section 344. 2 The salaries of members of the supervising 
force, teachers, etc., absent from duty on leave granted by the Booard, 
shall be subject to a deduction for each day's absence equal to one 

four-hundredth part of the annual salary of the absentee " As 

the pay of teachers in Boston is made in ten monthly installments, 
each day of school is paid for at the rate of 1/200 of the annual salary; 
hence as this deduction is at the rate of 1/400, the teacher receives 
one-half pay for the year. In reply to an inquiry as to how gen- 
erally the Boston teachers avail themselves of this opportunity, Mr. 
Keough informs us that in 1906-7 there were twenty ; in 1907-8, 
thirty-four; in 1908-9, twenty-nine; in 1909-10, thirtyone ; in 1910-11, 
twenty-four; in 1911-12 to date, March 19, there were fifteen. 

We recommend that the Boston plan be put in force here. The 
cost to the city would be negligible as the difference between a sub- 
stitute's pay and half pay for a teacher is small. 

We have made six constructive suggestions: (1) allowed absence 



THE H. S. T. A. BULLETIN 37 

for death in the family is made more specific ; (2) we would allow 
full pay for attendance at coure in response to a subpoena for two 
days in all circumstances ; (3) to the allowed absences without pay 
for study or health, we would add "or travel" ; (4) we would allow 
full pay for the entire time that quarantine is established ; (5) we 
would give discretionary power to the Board of Superintendents to 
grant pay in "emergency" cases ; and we urge the adoption of the 
plan of a Sabbatical year for purposes of study and travel on half 
pay. These changes can be instituted without any appreciable ex- 
pense to the city, and they will, we are confident, serve to improve 
the efficiency of the teaching staff of the city schools. 
All of which is respectfully submitted. 

CHARLES R. FAY, 

Chairman, Erasmus Hall High School. 
W. R. LASHER, 

Erasmus Hall High School. 
J. HERBERT LOW,' 

Manual Training High School. 
F. H. MILLER, 

Flushing High School. 

New York, N. Y., April 16, 1912. 

APPENDIX A.' 
PAYMENT OF SALARIES. 

Cities of 25,000 or more 224 

Reporting this item 1 79 

Twelve payments annually 19 

Eleven payments annually 8 

Ten payments annually 134 

Nine payments annuallly 20 

Eight payments annually 1 

Semi-mnthly payments 8 

Weekly payments 6 

Optional with teachers 11 

Twelve Payments Annually. 
Augusta, Ga.; Baltimore, Md; Bayonne, N. J.; Denver, Col.; Hoboken, 
N. J.; lersey City, N. J.; Los Angeles, Cal. ; Memphis, Tenn. ; Mobile, Ala.; 
Nashville, Tenn.; Oakland, Cal.; Passaic, N. J.; San Francisco, Cal.; San 
Jose, Cal.; Tacoma, Wash.; West Hoboken, N. J.; Yonkers, N. Y. ; Water- 
town, N. Y. ; San Diego, Cal 19 

Eleven Payments Annually. 
Boston, Mass.; Cambridge, Mass.; Kalamazoo, Mich.; Milwaukee, Wis.: 
Paterson, N. J.; Seattle, Wash.; Superior, Wis.; New York, N. Y 8 

Ten Payments Annually. 
Albany, N. Y.; Atlantic City, N. J.; Bay City, Mich.; Binghamton, N. Y.; 
Bridgeport, Conn.; Brockton, Mass.; Buffalo, N. Y.; Canton, O.; Chattanooga, 
Tenn.; Chelsea, Mass.; Chester, Pa.; Chicago, 111.; Cincinnati, O.; Cleveland. 
O.; Columbus, O.; Council Bluffs, la.; Covington, Ky. ; Davenport, la.; Dayton, 
O.; Des Moines, la.; Detroit, Mich.; Dubuque, la.; Duluth, Minn.; Elizabeth, 
N. J.; Elmira, N. Y.; Erie, Pa.; Evansville, 111.; Fitchburg, Mass.; Fort 
Wayne, Ind.; Gloucester, Mass.; Grand Rapids, Mich.; Hamilton, O.; Harris- 
burg, Pa.; Indianapolis, Ind.; Jackson, Mich.; Joliet, 111.; Jacksonville, Fla.; 
Kansas City, Mo.; Knoxville, Tenn.; LaCrosse, Wis.; Lancaster, Pa.; Lex- 
ington, Ky. ; Lincoln, Neb.; Louisville, Ky.; Lowell, Mass.; Lynn, Mass.; 
Madison, Wis.; Maiden, Mass.; Manchester, N. H; Meriden, Conn.; Minne- 
apolis, Minn.; Mobile, Ala.; Newark, N. J.; New Bedford, Mass.; New 



38 THE. H. S. T. A. BULLETIN 

Britain, Conn.; New Haven, Conn.; New Orleans, La.; Newton, Mass.; Ni- 
agara Falls, N. Y.; Norfolk, Va.; Oklahoma City, Okla.; Omaha, Neb.; Paw- 
tucket, R. I.; Perth Amboy, N. J.; Philadelphia, Pa.; Pittsburgh and Alle- 
ghany, Pa.; Portland, Me.; Portland, Ore.; Providence, Rd.; Pueblo, Col.; 
Quincy, Mass.; Racine, Wis.; Rockford, III; Rochester, N. Y. ; Rutland, Vt. ; 
Saginaw, Mich.; St. Joseph, Mo.; St. Paul, Minn.; Schenectady, N. Y. ; Scran- 
ton, Pa.; Sioux City, la.; Somerville, Mass.; South Bend, Ind. ; Spokane, 
Wash.; Springfield, III; Springfield, Mass. ; Syracuse, N. Y.; Taunton, Mass.; 
Terre Haute, Ind.; Topeka, Kan.; Trenton, N. J.; Troy, N. Y. ; Utica, N. Y.; 
Waltham, Mass!; Washington, D. C. ; Waterbury, Conn.; Wheeling, W. V.; 
Wilkes-Barre, Pa.; Wilmington, Del.; Woonsocket, R. I.; Worcester, Mass.; 
Youngstown, O.; Berkley, Cal.; Brookline, Mass.; Chicopee, Mass.; Clinton, 
la.; Colorado Springs, Col.; Danville, 111.; Decatur, 111.; Easton. Pa.; East 
Orange, N. J.; Elgin, 111.; Everett, Mass.; Flint, Mich.; Green Bay, Wis.; 
Kingston, N.Y.; Lansing, Mich.; Lima, O. ; Loraine, O.; Mt. Vernon, N. Y. ; 
Newport, R. I.; Norristown, Pa.; Ogden. Utah; Orange, N. J.; Portsmouth, 
Va.; Poughkeepsie, N. Y. ; Sheboygan, Wis.; South Omaha, Neb.; Stamford, 
Conn.; Warwick, R. I.; Watertown, N. Y. ; Zanesville, O.; Akron, O.....134 

Nine Payments Annually 

Altoona, Pa.; Cedar Rapids, la.; Charleston, S. C. ; Dallas, Tex.; Houston, 
Tex.; Huntington, W. V.; Johnstown, Pa.; Kansas City, Kan.; Little Rock, 
Ark.; Mongomery, Ala.; Newcastle, Pa.; Pasadena, Cal.; Savannah, Ga. ; 
Shenandoah, Pa.; Wichita, Kan.; Williamsport, Pa.; Waterloo, la.; York, Pa.; 
Waco, Tex! ; Muskogee, Okla 20 

Eight Payments Annually. 
St. Louis, Mo 1 

Semi-Monthly Payments. 

Albany, N. Y. ; Brockton, Mass.; Buffalo, N. Y. ; New Bedford, Mass.; 
Springfield, O.; Waterbury, Conn.; Woonsocket, R. I.; Pawtucket, R. I.... 8 

Weekly Payments. 

Fall River, Mass.; Gloucester, Mass.; Lawrence Mass.; Lynn, Mass.; 
Worcester, Mass.; Pittsfield, Mass .6 



OPTIONAL WITH TEACHERS. 

Ten or Twelve Payments. 
Mobile, Ala. ; Watertown, N. Y. — 2 

Ten Payments or Semi-Monthly Payments. 
Albany, N. Y.; Brockton, Mass.; Buffalo, N. Y.; Gloucester, Mass, 
New Bedford, Mass.; Pawtucket, R. I.; Waterbury Conn, Woonsocket, 
R. I.— 8. 

Ten Payments or Weekly Payments. 
Worcester, Mass. — 1. 

Total 11 



CITIES EMPLOYING 1,000 OR MORE TEACHERS. 
Ten Payments Annually. 

Buffalo, N. Y. ; Chicago, 111.; Cincinnati, O.; Cleveland, O.; Detroit, Mich. ; 
Kansas City, M.; Newark, N. J.; New Orleans, La.; Philadelphia, Pa.; Pitts- 
burgh, ' Pa. ; Washingtn, D. C 11 

Eleven Payments Annually. 
Boston, Mass.; Milwaukee, Wis.; New York, N. Y 3 

Twelve Payments Annually. 
Baltimore, Md.; Denver, Col.; Los Angeles, Cal.; San Francisco, Cal... 4 



THE H. S. T. A. BULLETIN 39 

APPENDIX B. 
DEDUCTIONS FOR ABSENCES DUE TO ILLNESS. 

Cities f 25,000 or more 224 

Reporting this item 192 

No deductions 3 

Some allowance with full pay 70 

Deduction of % pay 2 

Deduction of 3/10 pay 1 

Deductin of V2 pay 32 

Deduction of 2/3 pay 6 

Deduction of }i pay 5 

Deduction of 80% pay 3 

Deduction $1 to $3 per day 5 

Deduction , of all pay 22 

Deduction of substitute's pay 37 

High and Elementary Schools treated differently 2 

Men and women treated differently 1 

Allowed absences cumulative 2 

Unclassified 5 

Full pay allowed: 

V-2 day 2 

2 days 1 

3 days 9 

4 days 1 

5 days, 14 

1 day per month 1 

10 days 24 

12 days 1 

15 days 5 

2 days a month 2 

20 days 5 

3 days a month 1 

30 days 2 

40 days .' • 1 

85 days 1 

Total 70 

No Deductions. 
West Hoboken, N. J.; Wichita, Kan.; Muskogee, Okla. — 3. \ 

FULL PAY ALLOWED. 

Half Day. 
Chattanooga, Tenn.; Meriden, Conn, (then substitute's pay deducted). — 2, 

Two Days. 
Duluth, Minn, (then V2 for 2 months) — 1. 

Three Days. 

Atlantic City, N. J. (then V2 for 20 days) ; Binghamton, N. Y. (3 con- 
secutive ; 5 in year); Boston, Mass. (for masters); Cambridge, Mass. (then 
deduct 2/3 for 12 weeks); Elgin, 111.; Lynn, Mass. (then deduct % for 5 
weeks); New Castle, Pa.; Pittsfield, Mass. (1 per term); South Bend, IncL 
(then ii for 7 days) — 9. 

Four Days. 

Warwick, R. I. (1 each term of 10 weeks) — 1. 

Five Days. 

Canton, O. ; Denver, Col. (cumulative; then deduct substitute's pay for 
15 days) ; Houston, Tex. (then % for 10 days) ; Kansas City, Kan. (then 
"part" for 15 days); Lincoln, Neb. (15 half days additional); Mobile, Ala. 
(if no substitute is employed; sub gets 24 salary for 1 month, then all) ; Ni- 
agara Falls, N. Y. (then V2 for 35 days); Pawtucket, R. I.; Quincy, Mass. 
(then V2 second 5 days) ; Rockford, 111. (and 5 half days) ; Springfield, Mass. 
(3 consecutive, 5 in year); Chicopee, Mass. (deduct V2 second 5, 34 third 5); 
Danville, 111. ; South Omaha, Neb. — 14. 



40 THE H. S. T. A. BULLETIN 

One Per Month. 
Brockton, Mass. (then deduct substitute's pay Ya year) — i. 

Ten Days. 

Akron, O.; Cleveland, O. ; Columbus, O. (5 days each half year, then de- 
duct sub. pay); Grand Rapids, Mich.; Joplin, Mo.; Madison, Wis.; Maiden, 
Mass.; New Orleans, La.; Newton, Mss. (3 a month, then deduct sub. pay); 
Omaha, Neb.; Perth Amboy, N. J.; Pueblo, Col.; Racine, Wis. (5 in each 
■half year, then deduct }i next 10) ; Schenectady, N. Y. (5 each semestre, spe- 
cial action then); Superior, Wis.; Taunton, Mass. (5 each semestre); Utica, 
JNL Y. ; Waltham, Mass. (3 consecutive a month, 10 per year) ; Colorado 
Springs, Col. (cumulaitve); Hazelton, Pa.; Ogden, Utah; Orange, N. J. (then 
sub. pay deducted for 30 days); Waco, Tex.; St. Joseph, Mo. (then deduct 
% for 30 days). — 24. 

Twelve Days. 

Mt. Vernon, N. Y. (2 per month). — 1. 

Fifteen Days. 

Bayonne, N. J. (then % deducted for 45 days); East St. Louis, 111.; Ho- 
boken, N. J. (then deduct sub. pay for 1 month) ; Covington, Ky. ; Somer- 
ville, Mass. (5 in 1 month). — 5. 

Two Days Per Mnth. 
Elmira, N. Y.; Oklahoma, Okla. (then deduct V2 for 20 days). — 2. 

Twenty Days. 
Kansas City, Mo.; Lexington, Ky. (10 each semestre) ; Wilmington, Del. 
(then deduct % the rest of the year); Yonkers, N. Y. ; Clinton, la. — 5. 

Three Days Per Month. 
Newport, R. I. (not continuous with each other, then deduct 2/3 for 4 
weeks). — 1. 

Thirty days. 

Joliet, 111.; Newark, N. J. (then sub. pay). — 2. 

' Forty Days. 
East Orange, N. J. — 1. 

Ninety-five Days. 
New York City. — 1. 

Total 70 

Deduction of Quarter Pay. 
Lacrosse, Wis. ; Quincy, 111. (20 days) 2 

Deduction of Three-tenths Pay. 
Knoxville, Tenn 1 

DEDUCTION OF HALF PAY. 

For Five Days. 
Jackson, Mich. (Vi second week); Green Bay, Wis. — 2. 

For Seven Days. 
Dubuque, la. — 1. 

For Ten Days. 
Cedar Rapids, la.; Chester, Pa. (}i second week); Rutland, Vt.; Spokane, 
Wash.; Syracuse, N. Y.; Williamsport, Pa.; Davenport, la.; Harrisburg, 
Pa.— 8. 

For Fifteen Days. 

Dallas, Tex.; Stamford, Conn, (then 24 for 15 days). — 2. 

For Twenty Days. 
Atlanta, Ga. (10 in one month, 20 in a year) ; Des Moines, la.; Little 
Rock, Ark.; Erie, Pa.; Kalamazoo, Mich.; Lowell, Mass.; Milwaukee, Wis.; 
Minneapolis, Minn.; New Haven, Conn.; St. Paul, Minn.; Sacramento, Cal. ; 
Seattle, Wash.; Tacoma, Wash.; Reading, Pa. — 14. 



THE H. S. T. A. BULLETIN 41 

For Thirty Days. 
Charleston, S. C; Montgomery, Ala. — 2. 

For Forty Days. 
Brookline, Mass. — 2. 

For Five Weeks. 
St. Louis, Mo. (then special arrangements). — 1. 

For Sixty-live Days. 
Baltimore, Md. — 1. 

Total 32 

Deduction of two-thirds Pay, 
Everett, Mass. (1 month) ; Evansville, Ind. (until $50.00 has been paid 
sick teacher); Hamilton, O. (12 weeks); Passaic, N. J. (20 days); Provi- 
dence, R. I. (then special action); Woonsocket, R. I. (1 week) 6 

Deduction of Three-quarter Pay. 
Bridgeport, Conn. (3 weeks); Louisville, Ky.; Lansing, Mich. (2 weeks); 
Lewiston, Me. (3 weeks) ; San Diego, Cal 5 

Deduction of- Eighty Per cent. Pay. 
Salem, Mass. (2 months) ; Waterloo, la.; Wheeling, W. Va. (as long- 
as ill) 3 

Deductions $1 to $3.00 Per Day. 
Jersey City, N. J. ($1 per day for 10 days, % for 90 days; after 10 years' 
service, same for the rest of the year); Chicago, 111. (H. S. $2, E. S. $1.50 
for 10 days; sub. for 10 weeks); Manchester, N. H. ($1.50 to $2.00); Kings- 
ton, N. Y. ($2.00) ; Portland, Me. ($3.00 for 90 days) 5 

Deduction of All Pay. 
Altoona, Pa.; Bay City, Mich.; Berkley, Cal.; Council Bluffs, la.; Easton, 
Pa.; Fall River, Mass. (revising rules); Jacksonville, Fla.; Johnstown, Pa.; 
Indianapolis, Ind. (sick allowance not in excess of $50 to $100); Lima, O.; 
Oakland, Cal.; Pittsburgh, Pa.; Poughkeepsie, Pa.; Rochester, N. Y. ; San 
Francisco, Cal.; San Jose, Ca.; Scranton, Pa.; Sioux City, la.; Washington, 

D. C; Youngstown, O.; Shenandoah, Pa 22 

Deduction of Substitute's Pay. 
Albany, N. Y.; Augusta, Ga. ; Buffalo, N. Y.; Chelsea, Mass. (for 1 month) ; 
Cincinnati, O. (for 40 days) ; Dayton, O.; Detroit, Mich. (20 days) ; Eliza- 
beth, N. J. (for 2 months); Fitchburg, Mass. (for 20 days) ; Gloucester, Mass.; 
Lancaster, Pa.; Lawrence, Mass. (1 week); Nashville, Tenn.; New Bedford, 
Mass. (for 4 weeks); Norfolk, Va. (% to substitute); Pasadena, Cal.; Pater- 
son, N. J. (10 days); Philadelphia, Pa. (1/400 for each day); Portland, Ore.; 
Saginaw, Mich, (special arrangements in meritorious cases); Springfield. O. 
(for 2 months); Terre Haute, Ind.; Topeka, Kan.; Troy, N, Y.; Waterbury, 
Conn, (first and fourth, 5 days; no deduction for second and third 5 days); 
Wilkes-Barre, Pa.; York, Pa.; Alleghany, Pa. (minimum for 5 days; worthy 
cases special action); Charlotte, N. C. (V2 sub. pay); Flint, Mich.; Hunting- 
ton, W. B. (2/3 given to sub.); Nashua, N. H.; Loraine, O. (minimum for 
sub.); Norristown, Pa. (2/3 for sub.); Portsmouth, Va. ; Sheboygan, Wis.; 
Zanesville, O. (sub. pay for 40 days) 37 

High Schools and Elementary Schools Treated Differently. 
Fort Wayne, Ind. (no deductin in high school for 1 month; none in 

E. S. for 3 days); Trenton, N. J. (no deduction in H. S.; for sub. in E. S. 
for 35 days) 2 

Men and Women Treated Differently. 
Boston, Mass. (no deduction for masters for 3 days; no allowance to 
women) 1 

Allowed Absence Cumulative. 
Colorado Springs, Col. (10 days in 1911-19, 5 days thereafter, and ab- 
sences are cumulative); Denver, Col. (5 days each, and absences are cumu- 
lative) 2 



42 THE H. S. T. A. BULLETIN 

Unclassified. 
Springfield, 111. (no rule; each case by itself); Memphis, Tenn. (1/60 
deducted if physician's certificate is presented, otherwise 1/30); New Britain, 
Conn, (no deduction for "short," only for "protracted" periods) ; Water- 
town, N. Y. (deductions made in excess of an "occasional" day, then for 
sub. pay); Worcester, Mass. (1-9 years' service, deduct Y2 first, 24 for 3 
weeks, 3 to 9 years V-i for 4 weeks, 20-29 years' service V-z for 5 weeks, 3 to 
9 years % first week, V2 for 5 weeks) 5 

APPENDIX C. 
ABSENCES FOR REASONS OTHER THAN PERSONAL ILLNESS. 

Total number of cities 224 

Number reporting this item 191 

Pay allowed for no other cause 42 

Full pay fr death in family 100 

Full pay for illness in family 14 

Deductin for death in family 11 

Allowance for family illness 16 

Other than personal illness treated alike 8 

Other than personal illness or death treated alike 1 

Quarantine 18 

Court attendance 5 

Visiting schools 52 

Teachers' meetings, etc 19 

Special permission granted 14 

For study or travel (pay) 2 

"Sabbatical year" 1 

Tardiness counted as absence 2 

Provisions against "soldiering" 2 

Attendance at weddings 2 

No pay; study or health; 1 year 1 

Unclassified 7 

Pay Allowed For No Other Cause. 
Akron, O.; Atlantic City, N. J.; Augusta, Ga. ; Bay City, Mich.; Butte, 
Mon. ; Chattanooga, Tenn.; Charlotte, N. C. ; Chicopee, Mass.; Council 
Bluffs, la.; Elizabeth, N. J.; Jacksonville, Fla.; Johnstown, Pa.; Lansing, 
Mich.; Little Rock, Ark.; Lima, O. ; Loraine, O. (revising); Madison, Wis.; 
Mobile, Ala.; Nashua, N. H. ; New Britain. Conn.; Norristown, Pa.; Oakland, 
Cal.; Pasadena, Cal.; Pittsburgh, Pa. (not even for illness) ; Quincy, 111.; 
San Francisco, Cal. (not then); Savannah, Ga.; Scranton, Pa.; Sioux City, 
la. (not then); Spokane, Wash.; Sheboygan, Wis.; Shenandoah, Pa.; Spring- 
field, O.; Tacoma, Wash.; Terre Haute, Ind.; Warwick, R. I.; Washington, 
D. C. (not then); Waterloo, la.; West Hoboken, N. J.; Wichita, Kan.; York, 
Pa. ; Zanesville, 42 

Full Pay Caused by Death in Family — Full Pay for One Day. 

Indianapolis, Ind.; Kansas City, Mo. (not close relative) ; Oklahoma City, 
Okla.; Taunton, Mass. — 4. 

Full Pay for Two Days. 
Altoona, Pa.; Charleston, S. C. ; Decatur, 111.; Duluth, Minn.; Kalamazoo, 
Mich.; Memphis, Tenn.; St. Louis, Mo.; Seattle, Wash. — 8. 

Full Pay for Two Days — Death of a Relative. 
Bayonne, N. J. — 1. 

Full Pay for Three Days — Death in Family. 
Atlanta, Ga. ; Baltimore, Md.; Canton, O.; Cedar Rapids, la.; Cleveland, 
O. ; Davenport, la.; Dayton, O.; Des Moines, la.; Easton, Pa.; East St. 
Louis, 111.; Elgin- 111.; Elmira, N. Y.; Hazelton, Pa.; Hoboken, N. J.; Kan- 
sas City, Mo.; Louisville, Ky. ; Lynn, Mass.; Maiden, Mass.; Milwaukee, 
Wis.; Minneapolis, Minn.; Newport, R. I. (per month); Portland, Ore.; 
Orange, N. J.; St. Paul, Minn.; Somerville, Mass.; South Bend, Ind.; Spring- 
field, Mass.; Waltham, Mass.; New York, N. Y. — 29. 



THE H. S. T. A. BULLETIN 43 

Full Pay for Four Days — Death in Immediate Family. 
Bridgeport, Conn.; Brookline. Mass.; Everett, Mass.; Jersey City, N. J.; 
Meriden, Conn.; Newark, X. J.; New Haven, Conn.; Passaic. N. J.; Paterson. 
N. J.; Philadelphia, Pa.; Salem, Mass.; Stamford, Conn.; Worcester, Mass.; 
Grand Rapids, Mich. — 14. 

* Full Pay for Five Days — Death in Immediate Family. 
Bayonne. N. J.; Boston, Mass.; Chester, Pa.; Colorado Springs, Col. 
(cumulative); Detroit. Mich.; Houston, Tex. (and 10 days on half pay); 
Danville. 111. ; East Orange, N. J. (or more) ; Kingston. N. Y. ; Niagara 
Falls, N. Y.; Pawtucket. R. I. (% secnd week); Racine. Wis. (% next 10 
day); Rockford. 111.; South Omaha, Neb. (alternating with sick leave); To- 
peka, Kan.; Trenton, N. J.; Utica, N. Y. — 17. 

Full Pay for No Specified Time — Death in Immediate Family. 
Clinton, la.; Lawrence, Mass.; Lincoln, Neb.; New Castle, Pa.; Newton. 
Mass.; Portland. Me.; Rutland, Vt.; Schenectady, N. Y.; Poughkeepsia. N. Y.; 
New Orleans, La.; Woonsocket, R. I.; Hamilton, O v — 12. 

Full Pa} r for One Day — Death of Near Relative. 
Joplin, Mo.; New Orleans. La.; Paterson, N. J.; Perth Amboy. N. J.: 
Portland, Ore. (1 day). — 5. 

Full Pay — Death of a Distant Relative. 
St. Louis, Mo. — 1. 

Full Pay for Any Funeral a Teacher Wishes to Attend. 
Newton, Mass.; Worcester, Mass. — 2. 

Full Pay to Attend a Funeral of a Teacher. 
Milwaukee, Wis. — 1. 

Full Pay Ten Days — Death in Family or of a Near Relative. 

Joplin, Mo. — 1. 

Full Pay to Attend a Funeral. 
San Jose. Cal. (1 day); Ogden. Utah. — 2. 

Total full pay for absence due to death 100 



DEDUCTIONS FOR ABSENCE DUE TO DEATH. 

Substitute's Pay Deducted for Death in Family. 
Lancaster, Pa.; Nashville, Tenn.; New Bedford, Mass.; Quincy. 
Mass. — 4. 

Substitute's Pay Deducted for Death in Family. Two Days. 
Brockton, Mass. — 1. 

Deduct Half for Three Days — Death in Immediate Family. 
Harrisburg, Pa.; Williamsport, Pa. — 2. 

Deduct Half for Five Days — Death in Family. 
St. Louis, Mo.; Lowell, Mass.; Reading, Pa.; Syracuse, N. Y. (10 
days). — 4. 

Total deductions for death 11 

ILLNESS IN FAMILY. 

Full Pay for Illness in Family. 
• Clinton, la. ; -Colorado Springs, Col. (5 days, cumulative); Danville. 111. 
(5 days); East Orange, N. T. (1 week); Elgin. 111. (3 days); Houston. Tex. 
< 5 days); Newport. R. I.; Rockford, 111. (5 half days); Pueblo. Col. (10 
days, immediate family); Schenectady, N. Y.; Waltham, Mass. — 11. 

Partial Pay for Illness in Family. 
Binghamton, N. Y.; Lacrosse, Wis. ( 3 /4 pay deducted) ; Lowell. Mass. 



44 THE H. S. T. A. BULLETIN 

(Vz pay deducted for 5 days); Syracuse N. Y. (^ for 5 days); Waterbury, 
Conn, (substitute's pay deducted). — 5. 

Total allowance for illness in family 16 

ABSENCES FOR CAUSES OTHER THAN PERSONAL ILLNESS 
TREATED ALIKE. 

$1.50 Deducted for Five Days. 
Manchester, N. H. — 1. 

Substitute's Pay Deducted. 
Albany, N. Y. ; Binghamton, N. Y. ("partial pay"); Brockton, N. Y. ; 
Fitchburg, Mass. (less than 5 days) ; Flint, Mich.; Troy, N. Y. — 6. 

Deduct Two-thirds Salary for Ten Days. 
Providence, R. I.- — 1. 

Total 8 

ABSENCES DUE TO OTHER CAUSES THAN PERSONAL ILLNESS 
OR DEATH TREATED ALIKE. 

Deduct Substitute's Pay. 
Canton, 1 

QUARANTINE. 

Full Pay Allowed. 
Cleveland, O.; Hoboken, N. J.; Jersey City, N. J.; Newark, N. J.; Kings- 
ton, N. Y. (contagious contracted at school); New Bedford, Mass; Pater- 
son, N. J.; Perth Amboy, N. J.; Portland, Me.; St. Louis, Mo. (head of 
family, others half pay) ; Yonkers, N. Y. — 11. 

Full Pay for Two Weeks. 
Chicago, 111.; New York, N. Y. (then 1 ^).— 2. 

Full Pay for One Week. 
Utica, N. Y.— 1. 

Full Pay for Two Days. 
Duluth, Minn. — 1. 

Full Pay for Three Days. 
Cambridge, Mass. — 1. 

Half Pay for Twenty Days. 
Milwaukee, Wis. (longer time for old teachers); St. Paul, Minn. — 2. 

Total 18 

COURT ATTENDANCE. 

Full Pay Allowed. 
Chicago, 111. (certain cases); Jersey City, N. J.; Louisville, Ky. ; Port- 
land, Me.; New York, N. Y. (certain cases).— 5. 

VISITING SCHOOLS. 

No Specific Number of Days Named. 
Buffalo, N. Y. ("occasionally"); Berkeley, Cal. ; Chelsea, Mass. (special 
action); Cleveland, O.; Covington, Ky. ; Dayton, O.; East Orange, N. J.; 
Erie, Pa.; Fort Wayne, Ind. ; Hazelton, Pa.; Hoboken, N. J.; Huntington, 
W. Va.; Lexington, Ky. ; Newark, N. J.; Norfolk, Va. ; Omaha, Neb.; Pitts- 
burgh, Pa.; San Diego, Cal.; Waco, Tex.; Pittsfield, Mass. — 20. 

One Day for Visiting Schools. 
Davenport, la.; Hamilton, O.; Minneapolis, Minn.; Oklahoma, Okla. ; 
Portland, Me.; South Bend, Ind.; Springfield, Mass.; Superior, Wis.; Worces- 
ter, Mass. — 9. 



THE H. S. T. A. BULLETIN 45 

Two Days for Visiting Schools. 
Boston, Mass.; Cincinnati, O.; Denver, Col.; Dubuque, la.; Elmira, N. Y. 
Fall River, Mass.; Grand Rapids, Mich.; Houston, Tex.; Jackson, Mich. 
Knoxville, Tenn.; Kingston, N. Y.; Mt. Vernon, N. Y. ; Muskogee, Okla. 
Orange, N. J.; Rochester, N. Y. ; St. Joseph, Mo.; Springfield, 111; Troy> 
N. Y. ; Wheeling, W. Va.; Wilmington, Del.; Youngstown, O. — 21. 

Three Days for Visiting Schools. 
New York, N. Y.— 1. 

Five Days for Visiting Schools. 
Meriden, Conn. — 1. 

Total 52 

ATTENDANCE ALLOWED AT EDUCATIONAL INSTITUTES OR 
TEACHERS' MEETINGS. 

Boston, Mass.; Charleston, S. C. (2 days); Cleveland, O.; Davenport, 
la.; Decatur, 111.; Dubuque, la.; Evansville, 111.; Joplin, Mo.; Lancaster, Pa. 
(1 day); Lexington, Ky. ; Montgomery, Ala.; Muskogee, Okla.; Omaha, Neb.; 
Springfield, 111.; Superior, Wis: (2 days) 19 

ABSENCE WITH PAY SOMETIMES GRANTED BY SPECIAL ACTION 
OF SUPERINTENDENT OR OTHER OFFICIALS. 

Binghamton, N. Y. ("partial pay"); Buffalo, N. Y. ; Cincinnati, O. ; Colum- 
bus, O.; Dallas, Tex. (irregularly cases) ; Mt. Vernon, N. Y.; Newport, R. I.; 
Portland, Ore.; Saginaw, Mich.; Stamford, Conn.; Watertown, N. Y. ; Wilkes- 
Barre, Pa.; Alleghany, Pa.; New York, N. Y. (without pay) 14 

LEAVE OF ABSENCE FOR STUDY OR TRAVEL. 

Cambridge, Mass. (after 10 years' service, on 1/3 pay); Gloucester, Mass. 
(substitute's pay deducted) 2 

"SABBATICAL YEAR." 
Boston, Mass. (% pay) I 



TARDINESS COUNTED AS ABSENCE. 

Five Unexcused Absences and Tardinesses Counted as Vi Day's Absence. 
Newark, N. J. ; Orange, N. J 2 

PROVISIONS AGAINST "SOLDIERING." 

St. Louis, Mo. ; Chicago, 111 2 

St. Louis: — "A teacher who has been absent for five weeks, or nearly 
five weeks, on account of illness, and who has received half pay for such 
time, shall not be entitled to further half pay for absence on account of 
illness, unless she has taught for at least five weeks consecutively, subse- 
quent to her return from the period of absence for which half pay has already 
been allowed." 

Chicago: — "Compensation shall cease after an absence of two weeks, 
and when teachers are absent nearly two weeks and then return to their 
schools temporarily, for the apparent purpose of avoiding the effect of two 
weeks' continuous absence, and immediately thereafter absent themselves 
again, the period from the first day of absence to that of the final return 
shall be treated as continuous." 

ABSENCE WITH PAY ALLOWED FOR A MARRIAGE. 

Newark, N. J.; Paterson, N. J. (in both cases, the marriage of a parent, 
brother or sister) (1 day) 2 



46 THE H. S. T. A. BULLETIN 

UNCLASSIFIED. 

Lewiston, Me. (bad weather) ; Oklahoma City, Okla. (taking required ex- 
aminations) ; St. Louis, Mo. (accidental injury received in school); Waltham, 
Mass. ("emergency cases"); Cambridge, Mass. (unassigned teachers after 
•65) ; Kansas City, Kan. (deduct 1/360 for reasons other than illness, for 20 
days); Reading, Pa. (absence at pleasure of the teacher, all pay forfeited) . .7 

APPENDIX D. 
MISCELLANEOUS SYSTEMS, NATIONAL, STATE AND LOCAL. 
UNITED STATES GOVERNMENT. 
The action in reference to absence in the various executive departments 
is governed by the Act of March 15, 1898 (30 stats. 316), which authorized 
thirty days' annual, and thirty days' sick leave. Heads of departments must 
act within these limits, and accordingly, in some departments only fifteen 
days' sick leave is allowed. The Department of the Interior has this pro- 
vision: 

"48. Penalties for deception. All employees will be held to a strict 
accountability for statements made by them of inability to perform duty, 
When sick leave has been granted and subsequent developments prove that 
it was obtained by misrepresentation, it will be charged to leave without pay, 
even if the offender has annual leave still due. A second attempt to mislead 
or deceive official superiors, directly or indirectly, in regard to absence on 
account of alleged illness, will be deemed sufficient cause for dismissal." 

THE STATE OF NEW YORK. 

The State Water Supply Department apparently makes no deduction for 
illness. The Public Service Commission for the first district allows to its 
employees hired by the month, about a week for this purpose; if this is not 
taken for illness it can be added to the yearly vacation. 

The State Insurance Department allows a week a year for "personal 
business engagements" in addition to the annual vacation of three weeks. 
For brief illnesses no deduction is made; for protracted illnesses, excuse is 
granted without pay. 

The Tenement House Department allows two weeks vacation ; in addi- 
tion, to employees who are not absent more than one day in a quarter, an 
extra seven days' vacation is allowed; for every absence over the four 
so allowed two days is deducted from the extra seven; these are allowed for 
illness or any other cause. 

CITY OF NEW YORK. 

The Department of Correction makes no deductions for illness; the em- 
ployee asks for it for vacation without pay. 

The Fire Department apparently follows the same rule. It also grants 
absence with pay for "personal bereavement, and for important personal 
business." 

PRIVATE CORPORATIONS. 

The Commercial Cable Co. has this rule: — ("Employees must furnish 
medical certificate from period of illness. The company's physician visits 
the invalid, from time to time, at the company's expense, to verify illness, 
and to see that employee is receiving medical attention. Full pay allowed 
during absence due to illness." 

PUBLICATIONS OF THE H. S. T. A. OF NEW YORK CITY. 

To be obtained from Agnes Carr, Secretary, Morris High School, 166th 
Street and Boston Road, New York City. 

Year Books for 1909-1910 and 1910-1911; Arthur L. James, President; 20 
cents each. 

Bulletins for 1911-1912, No. 31, 5 cents; No. 32, 5 cents; No. 33, 10 cents; No. 
34, 10 cents. 

Partial contents are: Summary of Prof. Chas. H. Judd's address on 
Test of High School Efficiency, 34 P a t= e > No. 31 ; Efficiency Through 
Pupils' Co-operation in Classroom, % page, No. 32; Scientific Manage- 
ment and High School Efficiency; an address by Harrington Emerson, 
Efficiency Engineer, 7 pages, No. 33. 

Five-Subject Plan in High Schools, Report of Consultation Committee in 
Course of Study, Clarence D. Kingsley, Chairman; 2 pages, No. 33. 



THE H. S. T. A. BULLETIN 47 

High School Teachers' Association of New York City. 

TREASURER'S REPORT. 
May 6, 1911 — May 16, 1912. 



RECEIPTS. 



1911 1912 

Balance $406 . 98 

Ads. in Year Book 66.47 

Contribution, "Committee of 40" 4-/8 

Dues from 1910-1911 74.00 

Dues to date, 1911-1912 637.00 

Total $547-45 $641.78 $1189.23 

EXPENSES. 

1911 1912 

Sections — 

Biology $4 . 00 

Bookkeeping 3.00 

History 5.75 

Mathematics 1 . 00 

Mechanic Arts 5.00 

Committees — 

College Conference 146.00 

Student Aid 14.00 

Secondary Education 6.00 

Teachers' Absences 20 . 50 

School Efficiency 6.03 

Meetings — ■ 

Janitor Service 11.50 27.00 

Board of Representatives 8.00 4.00 

October, Speaker 76-75 

December, Speaker 50.00 

Printing — 

Official Stationery 15 . 00 

Board of Representatives 6.00 

Circulars 2.00 

Official Bulletins 16.00 111.01 

900 Year Books 243.24 

1400 Year Book "Separates" 67.50 

Postage and Expressage — 

Official Bulletins 4.75 27.15 

Year Books , 8 . 32 

Exhibits 3 . 1 1 

Total $534-o6 $358.55 $892.61 

To Balance 13-39 283.23 296.62 

$1189.23 
Respectfully submitted, 

LORING B. MULLEN, Treasurer, 
May 16, 1912. Girls' High School, Brooklyn. 

This is to certify that we have examined the above account of Loring 
B. Mullen, Treasurer of the High School Teachers' Association of New York 
City, and find the same to be correct. 

JOSEPH J. KLEIN, 

Richmond Hill High School. 
H. ELIZABETH SEELMAN, 
Girls' High School. 

Auditing Committee. 



48 



THE H. S. T. A. BULLETIN 



NEW YORK CITY HIGH SCHOOLS, APRIL 30, 1912. 

1, Rank; 2, Names; 3, Number of First Assistants; 4, Men Teachers; 5, 
Women Teachers; 6, Total Teachers; 7, Boys; 8, Girls; 9, Total Pupils; 10, 
Pupils per Teacher; 11, Pupils per First Assistant; 12, Teachers per First 
Assistant. 



7 



8 



11 



12 



Teachers. 



Pupils. 



< 



& 



< 



o 



o o .h 

h pq o 



o 



fc 



Pm 



I 


Washington Irvin 


R 7 


23 


134 


157 


— 


4396 


4396 


28.0 


628 


22 


2 


Morris 


8 


53 


80 


133 


1286 


2400 


3686 


27.7 


461 


17 


3 


De Witt Clinton 


9 


104 


15 


119 


3587 





3587 


30.1 


399 


13 


4 


Manual Training 


9 


72 


61 


133 


1655 


1592 


3247 


24.4 


361 


15 


5 


Wadleigh 


7 


10 


US 


125 





3005 


3005 


24.0 


429 


18 


6 


Erasmus Hall 


7 


47 


6.S 


112 


954 


1816 


2770 


24.7 


396 


17 


7 


Eastern District 


7 


30 


64 


94 


8Q9 


1822 


2721 


29.2 


359 


23 


8 


Girls 


8 


11 


99 


no 





2588 


2588 


23-5 


323 


14 


9 


Commercial 


9 


99 


■ 


99 


2455 





2455 


24.7 


273 


U 


10 


Commerce 


9 


72 





72 


2327 





2327 


32.3 


259 


8 


n 


Stuyvesant 


7 


92 





92 


2324 





2324 


25.2 


275 


13 


12 


Boys 


7 


73 





73 


1816 





1816 


24.7 


259 


10 


13 


Bushwick 


3 


26 


30 


56 


514 


1070 


1584 


28.3 


528 


iq 


14 


Bryant 


2 


10 


36 


40 


461 


574 


1035 


22.9 


517 


23 


15 


Curtis 


6 


17 


22 


39 


425 


530 


955 


24-5 


159 


7 


16 


Jamaica 


7 


19 


22 


4i 


293 


617 


910 


22 . 2 


130 


5 


17 


Newtown 


1 


12 


21 


33 


395 


505 


900 


27-3 


900 


33 


18 


Richmond Hill 


3 


14 


23 


37 


297 


483 


780 


21. 1 


260 


12 


19 


Bay Ridge 


1 


4 


20 


24 


203 


447 


650 


27.1 


650 


24 


20 


Flushing 


5 


13 


16 


29 


186 


373 


559 


19-3 


120 


6 


2T 


Far Rockaway 


1 
123 


6 
807 


9 
832 


15 
1639 


106 
20183 


153 
22371 


259 

42554 


17-3 
25-3 


259 


15 




346] 


[3-3 



CONTENTS OF H. S. T. A. BULLETIN NO. 34. 

Announcement of May 25th Meeting , 1 

Minutes of Meeting of H. S. T. A. March 16th 1 

Communication to Committee on High Schools, Board of Education.... 2 

Minutes of Representatives on May 28th, April 30th, May 7th 2-3 

What Constitutes the Teacher of Superior Merit? Address 4-27 

Examiner George J. Smith 4-1 1 

Supt. Edward L. Stevens n-14 

John Holley Clark 14-15 

John H. Denbigh 15-17 

William Fairley 18-19 

William L. Felter 19-21 

Charles D. Larkins , 21-23 

William McAndrew 23-24 

John L. Tildsley 24-27 

Teaching of Salesmanship and Advertising, by Dr. Edward J. Clapp ... .27-31 

Report of Committee on Absence, Charles R. Fay, Chairman 31 

Treasurer's Report 47 

High School Statistics, April 30, 1912 48 



FFICIAL BULLETIN 





of the 


H 


gh 


School Teachers' 


Association of 


New 


York 


City. 


Nc 


• 35- 






SATURDAY, 


NOVEMBER 


9, 




1912 



The Board of Representatives, on May 23, 1911, empowered the Executive Com- 
mittee to issue a Bulletin monthly, instead of four time* a year. 



THE FIRST REGULAR MEETING FOR 1912-1913 will be held 

Saturday, November 9, 1912, at the High School of Commerce. 
DEPARTMENT MEETINGS begin at 10 A. M. Programs are 

given below. 
GENERAL MEETING begins at 11 A. M. in Auditorium. Topic: 
MORE EFFICIENT ORGANIZATION OF OjUR HIGH 
SCHOOL. 
MAIN ADDRESS AND ANNOUNCEMENTS OF NEW POLICY. 
—ASSOCIATE SUPT. EDWARD L. STEVENS. 
Brief Addresses are expected from : 
Dr. James Sullivan, Principal of Boys' High School on "How a 

Principal may increase the Efficiency of his School. 
Dr. Alfred C. Bryan, High School of Commerce, President of 

Associaton of High School First Assstants. 
Miss Elizabeth Seelman, Girls' High High School, Grade Adviser. 
Miss Lina E. Gano, Wadleigh High School, President of Women's 

High School Teachers' Association, or her representative. 
Mr. Robert H. Keener, Bushwick High School, President of Men's 

High School Teachers' Association. 
General Discussion. 

WILLIAM T. MORREY, President. 
AGNES CARR, Secretary. 

DEPARTMENT MEETINGS, 10 A. M. 
ANCIENT LANGUAGES— Room 534, Mr. Walter E. Foster, Stuyvesant High 
School, Chairman. 

"Caesar's Campaigns in Gaul," illustrated by 100 lantern slides taken by 
Mr. Frank A. Reynolds of the Stuyvesant High School. 
BIOLOGY — Room 301, Dr. Henry R. Linville, Jamaica High School, Chairman. 
"New Theories of Ventilation," by Prof. C. E. A. Winslow, Profssor of 
Biology, College of City of New York. 

Recent experiments in ventilation reopen questions of great practical 
importance to the schools. Come and bring your principal with you. 
BOOKKEEPING SECTION— Joseph J. Klein, Richmond Hill High School, Chair- 
man. 

"Standardization of Methodology, or What Teaching Methods Lead to 
Greatest Efficiency. 

Discussion: — Dr. Joseph J. Klein, Leader. 
DRAWING— Room 206, Mr. Morris Greenberg, Commerce High School, Chair- 
man. 

Election of officers. 

Discussion of Report of Committee of Fifteen on Exhibit of Drawings. 
HISTORY AND ECONOMICS— Room 205, Miss Antoinette Lawrence, Jamaica 
High School, Chairman. 

"Use of the Museum In Connection with the Course in Modern History." 
Mr. H. W. Kent, Assistant Secretary of the Metropolitan Museum of Art. 



THE H. S. T. A. BULLETIN 



MATHEMATICS — Room 304, Elmer Schuyler, Bay Ridge High School, Chair- 
man. 

Topic: — What Mathematical Proficiency should the High School Teach- 
ers expect of Graduates of the Elementary Schools? 

By Mr. Leslie M. Locke of the Brooklyn Training School. 
Elementary School Teachers welcomed. 
MODERN LANGUAGES — Room 401, Miss Nannie G. Blackwell. 

"Uniform Grammar Nomenclature — English, German, French, Spanish." 
"What Has Been Done, What Ought to be Done in New York City." 
PHYSICAL TRAINING— Room 305, Otis C. Skeele, Morris High School, Chair- 
man for organization. 

All teachers of Physical Training in our public high schools are in- 
vited to meet and to consider their special interest, and the organization of 
a department. 
PHYSIOGRAPHY— Room 105B, Mr. Kirk W. Thompson, Jamaica High Schoel, 
Chairman. 

Mr. Anthony Piala, Secretary of the Arctic Club of America, will talk 
on plotting positions geographically on the polar ice. 

- He will bring with him a sextant, an artificial horizon, and an ephemesis 
with which to illustrate hs talk. 

Elementary School Teachers wll be welcomed to this practical talk. 
SHORTHAND— Room 216, Miss Harriet K. Smith, Morris High School, Chair- 
man. 

Discussion of the Preliminery Report on Shorthand Teaching by Ed- 
ward J. McNamara. 

The recent examination for First Assistant. 



PRESIDENT'S REPORT. 

INTRODUCTION. 

According to Mr. Harrington Emerson, the leading- efficiency 
engineer, the four essentials in every plant are : definite and clear aims 
and high ideas ; organization to attain and maintain all the ideals ; 
equipment for the organization and a strong executive. 

The twelve principles of efficiency are : 
(i) High ideals. 

(2) Common sense, good judgment. 

(3) Competent counsel. 

(4) Discipline. 

(5) Fair dealing. 

The practical principles : 

(6) Standard records. 

(7) Planning. 

(8) Standard conditions. 

(9) Standardized operations. 

(10) Standard instructions. 

(11) Standard schedules. 

(12) Efficiency reward. 

THE PLANT. 
This Association, in 1911-1912, enrolled 15, or 72%, of the 21 
high school principals ; 94, or 76% of the 123 first assistants ; and 622, 
42%, of the 1,495 teachers— a total of 731, or 49%, of the 1,639 high 
school teachers, first assistants and principals. 

THE ORGANIZATION. 
The 731 members are represented by about seventy-one repre- 
sentatives in the Board of Representatives, which meets on the last 



THE Hr S. T. A. BULLETIN * 

school Tuesday of every school month, excepting September and 
June, with "power to act upon all matters affecting the association." 

All schools are advised to send all their representatives or sub- 
stitutes duly accedited to every meeting, bringing some idea as a con- 
tribution. 

The Executive Committee consists of the President, Vice-Presi- 
dent, Secretary, Treasurer, and three other elected members. It has 
the power to "approve all appropriations of funds and shall audit and 
direct the payment of all bills." 

Standing Committees — Teachers' interests and Secondary Educa- 
tion, each with nine members, including the President. 

Such other Committee as may be ordered or as may be appointed 
by the President, who may also remove chairmen and members. 

AIMS. 

The President has tried :. 

First. To bring about as friendly relations as possible between 
the men and women in the high schools and between their various 
organizations. 

Second. To devote the year's work to a practical examination 
of the Principles of Scientific Management and their use in increasing 
High School Efficiency. 

COMPETENT COUNSEL. 

The second aim has been carried out in the general meetings. 
The principles were enunciated and discussed by their ablest ex- 
ponent, Mr. Harrington Emerson, in the December 9 meeting. (His 
address is reprinted in this Bulletin.) 

Prof. Hanus in his address, published in this Bulletin, has fur- 
nished us an address to be thoroughly "chewed and digested." It 
combines common sense and good judgment, in a discussion of the 
definite and clear aims of education. This address clarifies the sit- 
uation. 

The addresses on "Superior Merit," by Superintendent, Examiner 
and Principals, discuss the ideals of the teacher rather than of the aims 
of the organization. There are embodied in these speeches, "high 
ideals," common sense and good judgment and competent counsel, 
with an undercurrent of thought about fair dealing and efficiency re- 
ward. 

Prof. Judd's address furnished competent counsel on the tests 
of efficient teaching. 

Superintendent William H. Maxwell, and all school officials, have 
been most obliging. Superintendent Edward L. Stevens has been 
particularly suggestive and helpful. Examiner George J. Smith 
kindly consented to discuss for the Association the porcupine question 
of "Superior Merit." 

All High School Principals were invited to make suggestions, 
especially with reference to persons well qualified to do good com- 
mittee work. Their prompt and heart)'- participation in the discus- 
sion of "Superior Merit" made that meeting the most interesting and 
best attended meeting in the history of the Association. 

The first assistants have the higher percentage of membership, 
and about 25% of them took active part in the committee or depart- 
ment work of the Association, 



4 THE H. S. T. A. BULLETIN 

Competent counsel for the teacher was furnished in the general 
meeting to discuss "Superior Merit." The fundamental problem was 
that of fair dealing and efficiency reward, but the discussion of ideals, 
common sense and good judgment. 

Competent counsel for the pupil has been, in so far as this Asso- 
ciation is concerned, in the hands of Mr. Eli W. Weaver and his com- 
mittee, The Students' Aid Committee. 

PLANNING. 

The most important piece of constructive work done by the As- 
sociation was that of the Consultation Committee of Sixty, Mr. Clar- 
enc D. Kingslev, Chairman. This committee, formed' at the sugges- 
tion of the School Inquiry Committee, submitted recommendations : 
(i) Great flexibility; (2) the introduction into the general course 
"under proper restrictions, such subjects as may be demanded by a 
reasonable number of students, and for which there are qualified teach- 
ers in the school; (3) greater concentration upon fewer subjects; (4) 
the five-subject plan per week, each subject allotted four hours per 
week of prepared work, enabling those desiring to specialize to take 
two-fifths of his work vocational and three-fifths academic. 

FAIR DEALING. 

One phase of this question was taken up with reference to Ab- 
sences by Mr. Charles R. Fay, Chairman of Committee on Absences 
of Teachers. The report is the result of careful conscientious investi- 
gation. It is well-balanced and conservative. The Association should 
actively support the six constructive recommendations : 

1. More specific allowance for absence for death. 

2. Full pay for two days' court attendance. 

3. Absence without pay for travel. 

4. Pay for entire time lost by quarantine. 

5. Discretionary power to Board of Superintendents to allow 
for "emergency cases." 

6. Sabbatical year on half pay, for study. 

YEAR BOOK. 

It has been the custom to issue annually a Year Book. This year 
the reports of committees, the addresses and other matter worth pre- 
senting has been put into the Bulletin, which may be issued every 
month. 

This Annual Report number of the Bulletin with Bulletin 
No. 34, containing the addresses on Superior Merit, Report of Com- 
mittee on Absences, Talk on Salesmanship, etc., constitute what may 
be considered a Year Book. If enough ask for it, copies of the two 
will be bound uniform with previous Year Books and issued to mem- 
bers. Those desiring a Year Book should notify the Secretary before 
December 1, 1912. 

CONCLUSION. 

It will be seen that many of the principles of Scientific Man- 
agement have not been taken up by the Association this last year. 

In 1912-1913 the Association should continue its studies in Effi- 
ciency, especially with reference to the so-called Practical Principles 
enumerated by Mr. Emerson. The year begins November 9, with a 
meeting devoted to Greater Efficiency in ' Line and Staff Organi- 
zation. The December meeting is to be devoted to Greater Efficiency 
in the Recitation. WILLIAM T. MORREY. 



THE H. S. T. A. BUXiliETIN B 

MEETING OF REPRESENTATIVES OCTOBER 29, 1912. 

The Board of Representatives of the High School Teachers' Associa- 
tion met on October 29, at the Washington Irving High School. The meet- 
ing was called to order at 4:10 by President Morrey. The minutes of the 
May meeting were read, and adopted as read. The treasurer reported the 
membership of the association in June as 731, larger than at any previous 
time. The treasury begins the year with a balance of $281.96. 

Mr. Payne, of Eastern District High School, Chairman of the committee 
on pensions, spoke of the present situation in pension legislation. As the 
matter is in the hands of actuaries, no definite action can be taken until that 
investigation is completed. Four broad recommendations, endorsed by the 
committee, were offered for discussion and criticism by the schools: 

1. Retirement after 30 years of service to be voluntary. 

vThe term "30 years of service" was purposely left vague to be settled in 
detail later.) 

2. City should pay a fair share of-the retirement fund. 

(Suggestions that 50 per cent., instead of approximately 30 per cent, as now, 
would be "fair share".) 

3. If necessary to increase rate of deduction from salaries, that this 
be a uniform rate: Ij4 per cent, suggested. 

4. All persons to receive half-salary pensions. 

Discussion of these points followed, and the question was presented, 
whether the city's share of the retirement fund might not be obtained from 
budget appropriation instead of excise tax. Disapproval was expressed of a 
method by which many pay for the pensions of a few, and by which a teacher 
retiring before the end of the 30-year's term of service, or the heirs of 
a teacher who has died, gets no return from an outlay extending per- 
haps over many years. Informal votes were taken of those present; the 
vote was more than two to one in favor of a uniform rate, and against half- 
salary pensions. 

Mr. Dotey reported a suggestion offered for one method of rating 
teachers. All pupils reciting to a given teacher are to be examined at the 
beginning of a term, and again at the end. By comparing the average per 
cent, gained in the first examination with that of the later test, the rate of 
progress of this set of pupils can be determined. Comparing this with the 
late of progress mads by other groups of pupils under other teachers will 
give a standard for 'rating of teachers ability. 

A letter was read from Mr. Clarence D. Kingsley in which he tendered 
his resignation from the Executive Board of the High School Teachers' 
Association, as he had accepted the position of Agent of the Massachusetts 
Board of Education. With great regret it was voted to accept this resigna- 
tion. 

The meeting adjourned at 5:30 o'clock. 

(Signed) AGNES CARR, Secretary. 

DIRECTORY FOR 1911-1912 GENERAL OFFICERS. 
President — William T. Morrey, Bushwick. 
Vice-President — L. Louise Arthur, Bryant. 
Secretary — Agnes Carr, Morris. 
Treasurer — Dr. Loring B. Mullen, Girls'. 

Additional Members of Executive Committee — H. Elizabeth Seelman, Girls'; 
Aaron I. Dotey, DeWitt Clinton; and, Clarence D. Kingsley, Manual Training. 

REPRESENTATIVES. 
(Senior Representative First). 

BOYS': Charles E. Oberholser, Francis T. Hughes, Frederick B. Jones, S. 
Ridley Parker, William W. Rogers, Alfred A. Tansk. 

BRYANT: Carolyn P. Swett, Mary Elizabeth Reid. 

BUSHWICK: George M. Falion, Maud E. Manfred. 

COMMERCIAL: Edwin A. Bolger, George W. Harman, Benjamin C. Gruen- 
berg, A. Franklin Ross, Robert P. St. John. 

CURTIS: James Shipley, Mabel G. Burdick. 

DeWITT CLINTON : Donald C. MacLaren, Oscar W. Anthony, Aaron I. Dotey, 
Ellen E. Garrigues, Fayette E. Moyer, Charles E. Timmernian." 

EASTERN DISTRICT: Minnie K. Pinch, Katherine Meigs, Lou Helmuth, 
Charlotte Crawford, Henry E. Chapin, Franklin H. Smith. 



6 THE H. S. T. A. BULLETIN 

ERASMUS HALL: Preston C. Farrar, George E. Boynton, Abigail E. Leonara. 
William F. Tibbets, Kate E. Turner. 

FAR ROCKAWAY: Eldon M. Van Dusen. 

FLUSHING: Paul R. Jenks. 

GIRLS': Loring B. Mullen, H. Elizabeth Seelraan. 

HIGH SCHOOL OF COMMERCE: Horace G. Healey, Alfred H. Lewis, George 
H. Van Tuyl. 

JAMAICA: Benjamin H. Thorp, Lydia F. Root. 

MANUAL TRAINING: Arthur L. Baker, Eleanor R. Baker, Sidney Edwards, 
Marion Hackedorn, Mary A. Hall, Clarence D. Kingsley, Charles Perrine, Frederick 
A. Peters. 

MORRIS: Paul B. Mann, Harriet L. Constantine, Frederick C. White. 

NEWTON: George H. Kingsbury, Alex E. W. Zerban. 

RICHMOND HILL: Charles Robert Gaston, Gertrude M. Leete. 

STUYVESANT: T. Harry Knox, Clayton G. Duriee, Joseph L. Beha, Stanley 
A. Gage, Charles F. Moore, Ernest S. Quimby, Walter M. Smith. 

WADLEIGH: Helen E. Bacon, Florence Middleton. 

WASHINGTON IRVING: Idelette Corpenter, Mary C. Craig, Elizabeth S. 
Rose. 

DEPARTMENT CHAIRMEN FOR 1911-1912. 

Ancient Languages — Ruth M. Prescott, Far Rockaway. 

Bookkeeping — G. H. Van Tuyl, High School of Commerce. 

Biology — Dr. Henry R. Linville, Jamaica High School. 

Drawing- — Mr. Morris Greenberg, Commercial High School. 

History — Miss Antoinette Lawrence, Jamaica High School; Miss Florence L. 
I'eeckman, Secretary. 

Mathematics— Mr. Albert E. King, Erasmus Hall High School; Miss Emily 
M. Jennison, Far Rockaway High School, Secretary. 

Mechanical Aits — Mr. George W. Norton, Bushwick High School. 

Modern Languages — Nannie G. Blackwell, Washington Irving High School. 

Physical Science — Mr. Joseph S. Mills, High School of Commerce. 

Physiography — Kirk W. Thompson, Jamacia High School. 

Stenography and Typewriting — Horace G. Healey, High School of Commerce. 

Chairmen of Committees. 

Absences of Teacher — Charles R. Fay, Erasmus Hall. 

Conference with Colleges — Clarence D. Kingsley, Manual Training. 

Grammar Uniform Nomenclature — Charles Perrine. 

Increasing High School Accommodations — Gilbert S. Blakely, Morris. 

Promotion Committee — Harold E. Buttrick, Boys. 

Retirement Legislation (Pensions) — Frederick H. Paine, Eastern District. 

Scientific Management — <©r. Edward A. Fitzpatrick, H. S. Commerce. 

Secondary Education — Heiwy R. Linville, Jamaica. 

Standardization of Reports, Forms and Blanks — Harry B. Penhallow, DeWitt Clinton. 

Students' Aid — E. W. Weaver, Boys and Brooklyn Evening School. 

Teachers' Interests — Paul B. Mann, Morris. 

COMMITTEE ON SECONDARY EDUCATION. 
Henry R. Linville, Jamaica, Chairman; L. Louise Arthur, Bryant; M. Ellen 
Barker, Girls'; Colman D. Frank, DeWitt Clinton; Clarence D. Kingsley, Manual 
Training; A. E. Peterson, Morris; Ernest E. Smith, Boys'; Louise Thompson, 
Morris. 

COMMITTEE ON TEACHERS' INTERESTS. 
A. I. Dotey, DeWitt Clinton, Chairman; A. L. Janes, Boys'; Sidney Edwards, 
Manual Training; Ida G. Galloway, Washington Irving; Margaret L. Ingalls, Girls'; 
Jiimes P. Warren, Eastern District; A. L. Crosley, Stuyvesant. 

PROMOTION COMMITTEE. 
Albert E. King, Eramus, Chairman; Michael D. Sohon, Morris; Lillian M. 
Elliott, Wadleigh; James A. Fairly, Commercial; Mary A. Hall, Manual Training; 
Claude F. Walker, Commerce; Emma F. Pettengill, Girls'; John L. Tilrsley, De 
Witt Clinton; Jesse Haley, Morris. 



THE H. S. T. A. BULLETIN 7 

STUDENTS AID COMMITTEE. 
E. W. Weaver, Chairman, Brooklyn Evening High School for Men; Gilbert J. 
Raynor, Commercial; Paul J. Abelson, DeWitt Clinton; A. L. Pugh, Commerce; 
Jennie M. Jenness, Girls'; Henrietta Bodman, Wadleigh; George K. Hinds, Wash- 
ington Irving; Philip Dowell, Curtis; 0. F. Ferry, Erasmus Hall; Chas. C. Vos- 
burgh, Jamaica; Charles Perrine, Manual Training; E. M. Williams, Morris; H. B. 
Slater, Newtown; Edward F. Lewis, Bryant; Charels S. Hartwell and Mabel Skin- 
ner, Eastern District; E. S. Augsburg, Stuyvesant; M. B. Lambert, Richmond Hill; 
Etta E. Southwell, Bshwick; P. R. Dean, Curtis Evening; F. H. J. Paul, New York 
Evening; Marie Gurnee and Meriel Williad, Washington Irving; Kate Turner, 
Erasmus Hall. 

COMMITTEE ON INCREASE OF HIGH SCHOOL ACCOMMODATIONS. 

Clarence D. Kingsley, Manual Training, Chairman; Woodward A. Anderson, 
Washington Irving: John A. Bole, Eastern District; George E. Boynton, Erasmus 
Hall; Bertha F. Courtney, Bryant; Charles S. Estes, Erasmus Hall; Margaret L. 
Ingals, Girls'; Paul R. Jenks, Flushing; J. Herbert Low, Manual Training; Harry 
K. Monroe, Bryant; Hawley 0. Rittenhouse, Eastern District; Henrietta Rodman, 
Wadleigh; Robert P. St. John, Commercial; Elizabeth Schutze, Manual Training; 
.('. Elizabeth Seelman, Girls'; Louis B. Semple, Bushwick; Gilbert S. Blakely, 
Morris; I. A. Hfizen, Man. Training; Philip R. Dean, Curtis. 

COMMITTEE ON CONFERENCE WITH COLLEGES. 

Clarence D. Kingsley, Manual Training, Chairman; William McAndrew, Wash- 
ington Irving; James Sullivan, Boys'; James F. Wilson, Stuyvesant; Alexander 
L. Pugh, High School of Commerce; John L. Tildsley, DeWitt Clinton. 

COMMITTEE ON RETIREMENT LEGISLATION. 
Frederick II. Paine, Eastern District, Chairman; L. Louis Arthur, Bryant; 

A. C. Bryan, Migh School of Commerce. 

COMMITTEE ON SCIENTIFIC MANAGEMENT (EFFICIENCY). 
Edward A. Fitzpatrick, Commerce, Chairman; Arthur L. Janes, Boys'; Harold 
L Butterick, Brooklyn Evening High School; L. Louise Arthur, Bryant; George 
M. Falion, Bushwick; A. L. Pugh, W. S. Schlauch, S. P. Koopman, Commerce; 
B C. Gruenberg, Commercial; W. R. Hay ward, Curtis; H. B. Penhallow, Clinton; 
Minnie Ikelheimer, Eastern District; Kate E. Turner, Erasmus; A. G. Belding, 
Far Rockaway; Paul R. Jenks, E. C. Hood, Flushing; M. Ellen Barker, Girls'; 

B. H. Thorp, Jamaica; I. A. Hazen, A. C. White, Chas. Perrine; Mary J. Bourne, 
E. M. Williams, H. C. Laughlin, Morris; J. J. Klein, Richmond Hill; A. G. Cross- 
ley, E. S. Quimby, Stuyvesant; Helen E. Bacon, Rose M. Barton, W. W. Clendenin, 
Wadleigh; David L. Arnold, Washington Irving. 

COMMITTEE ON ABSENCES OF TEACHERS. 
Charles R. Ray, Erasmus, Chairman; Frank H. Miller, Fluhsing; William R. 
Lasher, Erasmus; J. Herbert Low, Manual Training. 

COMMITTEE ON GRAMMAR: UNIFORM NOMENCLATURE FOR HIGH AND 
ELEMENTARY SCHOOLS, FOR FOREIGN LANGUAGES 
AND FOR ENGLISH. 
Charles Perrine, Manual Training, Chairman. Committee is not completed. 
Send suggestions to the Chairman or to the President. 



GENERAL MEETING— OCTOBER 21, 1911. 

The meeting- was called to order in the High School of Commerce at 10.07 
o'clock by President W. T. Morrey. The minutes of the last meeting were read 
and approved. The President made a brief address, stating that the chief work 
of the year would be the study of High School Efficiency, and urging all who 
were willing to serve on the committee organized to make known their pref- 
erence at once. 

Mr. Kingsley reported for the Committee on Conference with Colleges that 
printed bulletins of the work accomplished would be issued in the near future. 

The speaker of the morning was then introduced, Prof. Chas. H. Judd, Di- 
rector of the School of Education of Chicago. 



8 THE H. S. T. A. BULLETIN 

In an interesting and enlightening talk Professor Judd showed the results 
of detailed study in some of the cities in the Middle West, of the relations exist- 
ing between Elementary and High School, and between High School and Uni- 
versity. These results were pictured on carefully prepared charts, on some of 
which the progress of the pupil was traced as to his position in th upper, mid- 
dle or lower third of his class, rather than by his individual rating in per cent 
One chart which proved especially interesting to the audience illustrated the 
widely differing values given the same papers when rated by several different 
persons. 

According to a new plan, the general meeting was adjourned at 11.30, and 
the members then went to their respective section meetings. 

WM. T. MORREY, President. 

AGNES CARR, Secretary. 

GENERAL MEETING DECEMBER 9. 

The December Meeting of the High School Teachers' Association was called 
to order by the President, W. T. Morrey, in the H. S. of Commerce at 10:10 on the 
morning of December 9. 

Mr. Frederick C. Paine, Chairman of the Pension Committee discussed the 
bill prepared and sent to Albany by Mr. Best. This bill provides for a one per 
tent deduction from salaries $3500 and less, and uuring service up to 20 years and 
more, and for salaries more than $3500 a deduction of two per cent is proposed. 

Mr. Bryan of the High School of Commerce moved that it be Resolved, that 
this Association is opposed to any change in the present pension law creating an 
increase over the present one per cent deduction on salaries $3500 or less, and 
that it is opposed to the proposition to make a deduction of two per cent on salaries 
when the length of service has been twenty years or more. 

This motion was carried. 

To Mr. Gruenberg, Mr. Paine stated that no actual investigation of pensions 
had been made, but the printed record of what had been done was obtainable. 

The speaker of the morning Mr. Harrington Emerson, a Consulting Engineer, 
was then introduced. Mr. Emerson had had six years of experience in the Uni- 
versity of Nebraska, so that he was in sympathy with school room mattere, though 
he presented his topic, "The Principles of Scientific Managemen," in the terms of 
the inductrial world. 

It is not often that we are privileged to feel so close a kinship between our 
problems and those of the world of business surroundnig us. That the subject 
was of vital interest was amply proved by the eager attention of the audience, 
and the evident reluctance with which at last, with a rising vote of thanks to Mr. 
Emerson, the Association adjourned to the Section meetings at 11:40. 
(Mr. Emerson left for Bermuda that afternoon and returned early in January. 

Signed, 

AGNES CARR, Secretary. 

MINUTES OF GENERAL MEETING, MARCH 16. 

The third meeting of the High School Teachers' Association in the Efficiency 
Series was held in the High School of Commerce on March 16. Section meetings 
preceded the general meeting called for 11 a. m. Between six and seven hundred 
members were present — the largest meeting of the. year ? probably the largest ever 
held. 

The minutes of the December meeting were read and adopted as read. 

Mr. Paine, of the Pension Committee, presented a new proposition in the pen- 
sion bill, viz: All salaries up to $3,000 be taxed 1 per cent; of the salaries above 
that sum, 1 per cent be deducted on amounts up to $3,000, and on the sum above 
that amount, 2 per cent bepaid. 

An exhibit of Commercial Maps and Commercial Geography was announced 
as being in progress in rooms of the building devoted to that purpose. 

Mr. Weaver, of the Students' Aid Committee, stated that the work of his com- 
mittee had attained national importance, and called attention to the General Con- 
ference to take place in Brooklyn on March 19, noting that this Association has 
always taken the lead in this matter. 

The President then introduced as the first speaker of this meeting, devoted 
to "What Constitutes the Teacher of Superior Merit," Mr. George J. Smith of the 
Board of Examiners. 

Mr. Smith was followed by Associated City Superintendent Edward L. Stevens, 
and Principals John Holley Clark of Flushing High School, John H. Denbigh of 
Morris High School; William Fairley of Commercial High School; William L. 
Felter, of Girls' High School; Charles D. Larkins, of Manual Training High School; 



THE H. S. T. A. BULLETIN 9 

William MsAndrew, of Washington Irving High School, and John L. Tildsley, of 
DeWitt Clinton High School. 

(These addresses were stenographically reported hy A. Rosenblum, revised by 
the speakers, and are all published elsewhere in this Bulletin). 

[This Bulletin, No. 34, will be sent by Secretary Miss Agnes Carr, Morris 
High School, for five cents in stamps.! 

The meeting adjourned at two o'clock. 

WILLIAM T. MORREY, 

AGNES CARR, President. 

Secretary. 

GENERAL MEETING OF MAY 25, 1912. 

The fourth and last meeting of the High School Teacehrs' Association 
in the Efficiency Series was held at the High School of Commerce on May 
25. Section meetings were called for 10:00 a. m., and the general meeting 
opened at 10:45. 

The minutes of the March meeting were read and adopted. 

The first business before the meeting was the election of officers for the 
next year, which resulted as follows: 

President: Wm. T. Morrey, Bushwick. 

Vice-President: Henrietta Rodman, Wadleigh. 

Secretary: Agnes Carr, Morris. 

Treasurer: Dr. Loring B. Mullen, Girls'. 

Executive Board: Aaron L. Dotey, DeWitt Clinton; H. Elizabeth Seei- 
man, Girls'; Clarence D. Kingsley, Manual Training. 

The treasurer reported 677 members to date. 

Dr. Fitzpatrick, of Commerce, presentd a short report from his com- 
mittee on efficieny, making a plea for co-operation from the teaching force, 
and offering some suggestions for the work of another year. 

Mr. Kingsley, for the committee on conference with colleges, reported 
that he had been in Washington for two months, tabulating- the entrance 
rekuirements of about 200 colleges. 48 of these will accept 4 points of vo- 
cational work, and rebuire but one foreign language. 

Dr. Linville, chairman of committee on Secondary Education, read a 
report of the work of his committee dealing with the mortality in the schools. 
The investigations were based on the records of three of' the large high 
schools, and included many of the reasons given by the students for pre- 
ferring to leave school. 

Mr. Fay, of the committee on Teachers' Absences, stated that the report 
of his committee embodying some recommendations with regards to absence 
with pay had received favorable support. 

Mr. Keener, of Bushwick, made a motion: 

That the President by instructed to send a communication to the High 
School Committee of the Board of Education asking them to request the 
By-Laws Committee of the Board of Education to formulate a rule for the 
guidance of the Principals, Examiners, Superintendents and other Adminis- 
trative Officers of the Board that all adverse rating and reports be made in 
writing and that the teacher be furnished with a copy of such rulings and 
reports. 

This motion was carried. 

It then developed that reports on teachers' ratings are in a very un- 
satisfactorfy condition, as different kinds of ratings are filed on different 
floors of the building at 59th Street, and that a teacher desiring to consult 
those records may find only one of two or three sets. It was therefore 
further resolved that, 

WHEREAS; In the course of the proceedings of the Board of Exam- 
iners of the Board of Education in the matter of Superior Merit, it has been 
shown that a part of a teacher's record is kept in a file on the fourth floor 
of the hall of the Board of Education; that another part of the record, con- 
sisting of the term or yearly ratings given by the Principal and District 
Superintendent is kept upon cards on the fifth floor, and that another part 
01 a teacher's record may be found upon supplementary reports made to the 
Board of Examiners, as required by the provisions of Chapter 902, of the 
Laws of 191 1, and, 

WHEREAS; In addition to these, the Board of Examiners, in passing 
upon Superior Merit, has accepted oral statements from First Assistants, 
Principals, Superintendents, and others; therefore, be it 



10 THE H. S. T. A. BULLETIN 

RESOLVED; That it is the sense of the High School Teachers' Asso- 
ciation that the records of all teachers should be consolidated, that they 
should be in one place., and accessible to the inspection of each teacher 
concerned; furthermore that any statements made orally by First Assistants, 
Principals, Superintendents, and others, which influence or determine the 
action of the Board of Examiners of the Board of Superintendents, in pass- 
ing upon merit, should be reduced to writing and should be included in the 
iiie, so that these allegations may also be accessible to and known by a 
teacher. 

This motion was carried unanimously. 

Prof. Hanus, the speaker of the day, was then introduced, after whose 
address the meeting was adjourned at 1:05 o'clock. 

(Signed) AGNES CARR, Secretary. 

MAY 23, 1911, MEETING. 

The last meeting of the Board of Representatives of the H. S. T. A. for 1910-11 
was the first meeting under the newly elected officers of the Association for the 
year 1911-12. It gave an opportunity for a retrospect over the work of this last 
year and for a prospect over the year to come. 

Mr. Aaron I. Dotey, Chairman, reported that the Teachers' Interests Com- 
mittee had taken up the Excessivi Clerical Work Demanded of Teachers, and had 
dropped it because of the pedagogical value of this work. The 25-Hour Schedule 
was dropped because of impending investgations. The Right of the Board of Teach- 
is covered by a By-Law giving the Board of Education the ers' Time after 2:80 
right over teachers' time to an average of 6^ hours a day. The Time of Regents' 
Examinations and the Frequency of School Examinations are to be investigated 
further. 

The Committee recommended putting all energy into opposing the political 
control of schools.Mr. Dotey was reappointed chairman of the committee. 

Copies of the resolutions adopted May 6, in the General Meeting of tht H. S. 
T. A. in opposition to educational provisions of the Gaynor Charter were ordered 
to be given to The Globe, The Evening Post, The New York Times, School, and 
The Brooklyn Eagle. 

Mr. Frederick H. Paine, Chairman of Committee on Retirement Legislation, 
reported on the status of the pension question. He was reappointed chairman. 

Mr. Emberson E. Proper, Chairman of the Promotion Committee, reported the 
resolution of the High School Commttee of the Board of - Superintendents, "No 
nomination to tne position of first assistant in any high school, except where a 
vacancy exists — and then in no case where the number of teachers employed in 
said department is less than five." 

The recommendation of Mr. Proper's committee was amended and passed as 
follows : 

The Board of Representatives of the High School Teachers' Association rec- 
ojnmend : 

1. That first assistants be appointed on the grounds of efficiency in teaching 
and administrative work without regard to chairmanship of a department. 

2. That it be desirable that one first assistant be appointed in high schools 
for every 150 pupils registered. 

Mr. Clarence D. Kingsley, Chairman of the Committee on Increase of High 
School Accommodations, reported that three new high schools are promised in 
the next two years — one at Bay Ridge, one in the Bronx, and one in East New 
York. 

The Committee on Secondary Education reported that its work was completed 
and would go to press this week. 

Mr. Benjamin C. Gruenberg, Chairman of the Committee on Child Welfare 
Exhibit, was pranted permission to publish his report in other periodicals before 
its appearance in the Year Book. 

Mr. Clarence D. Kingsley, Chairman of the Committee on Conference with 
Colleges, reported that the "Committee of Nine" would report at the San Francisco 
meeting of the N. E. A. a definition of a Avell-planned high school course. Such 
a course to consist of 15 units, of which 11 are to be devoted to academic subjects 
and 4 to elective^. The schools to have small classes, adequate equipment, and 
suitable teaching force. To protect the interests of sound education, 2 majors of 
3 units each should be required. Natonal efficiency would be promoted and the 
moral standard raised by devoting more time to technical study and less to general 
education. Mr. Kingsley was continued as chairman. 

Dr. Loring B. Mullen, the Treasurer, reported a membership of 670 and a 
balance in the treasury of $723.73. 



THB H. S. T. A. BULLETIN 11 

The president suggested that committees be formed on the Relations between 
Elementary and High Schools, on Statistics and Directory, and on Efficiency in the 
High Schools. The Efficiency Committee and its sub-committees could profitably 
consider such topics as School Ideas, what they are in the various schools, and who 
determines them; Planning, Co-ordinating, and Checking Up; Standardization of 
Instructions for Admission, Transfers, Promotions, ttc; Reords, Standardized, 
Reliable, Up to Date, Accessible; Discipline, Common Sense, Judgment, Competent 
Counsel for Pupils and Teachers ; The Fair Deal and Efficiency Reward for Pupils, 
and for Teachers; Relations bttween Teachers and their Principals and Superior 
Officers; Professional Etiquette. 

All members and all prospective members of the Association and all interested 
in High School problems are cordially invited to send written suggestions as to 
lines of work and as to composition of committees, to the president, W. T. Morrey, 
535 West 111th Street, New York City. 

OCTOBER' 31 MEETING. 

The representatives were called to order at 4 P. M., Miss C. P. Swett of 
Bryant was appointed secretary pro tern. The report of the May meeting was 
read, corrected and accepted. 

The Treasurer reported a balance of $358.73. 

The various Senior Representatives then reported on the membership of 
their various schools. 

Reports of Department Chairmen. 

Mr. Norton of Bushwick discussed the policy of his Section, announced as 
the main topic for the year's work in Mechanic Arts, "Motive Power for Run- 
ning Machines.'' 

Miss Blackwell of Washington Irving made a report for the Modern Lan- 
guage Section. 

Mr. Weaver reported for the Students' Aid Committee that 200 pupils had 
been assisted; that the promise that this work be recognized in the Budget 
had failed; that an effort is now being made to obtain outside help, and legis- 
lative action for establishing in each city a bureau to give employment. The 
committee has been active as usual in distributing pamphlets on different occu- 
pations. 

Mr. Kingsley of the Committee on Increase in High School Accommodation 
reported the promise of new buildings, and suggested that the question of greater 
accommodation be taken up with the Board of Education. 

Mr. Gruenberg believed that this committee should do more work in em- 
phasizing need for more high school accommodation. He also criticized the ad- 
ministration of high school annexes, and thought that the effort should be 
made towards eventual elmination of annexes as a part of the system. 

Miss Seelman of Girls' High, Mr. Mann of Morris, and Mr. Falion of Bush- 
wick declared that in their annexes neither pupils nor teachers were discrimi- 
nated against. 

Mr. Kingsley reported for the Committee on Conference with Colleges that 
of the six members forming that committee, five are in favor of adopting as a 
whole the report of the "Committee of Nine.'' Dr. Sullivan believes that both 
mathematics and a foreign language should be required for entrance to college. 

New Business. 

Motion carried that Chairman be empowered to appoint a Committee on 
Conference of Relations between Elementary and High Schools. 

Motion carrid that Chairman be empowerd to appoint a Committee on Effi- 
ciency, and such other committees as he sees fit to call. 

Meeting adjourned. 

(Signed) AGNES CARR, Secretary. 

NOVEMBER 28 MEETING. 

Representatives were called to order about 4 P. M. 

Miss Maud B. Manfred of Bushwick appointed secretary pro tem. 

The minutes of the October 31 meeting were read, corrected, and then 
adopted. 

The Department Programs for the December 9 meeting were read and re- 
vised. 

Mr. Janes reported the Year Book for 1910-1911 all ready for weeks, except 
one report. 



12 THE H. S. T. A. BULLETIN 

The question of merging the lists was discussed in an informal way by 
everyone present, bringing out the advantages and disadvantages. No formal 
action taken. 

Miss Alice Higgins, appointed by former President Janes, reported by let- 
ter her meeting with Dr. James Sullivan's committee. There was a general dis- 
cussion of the propriety of teachers taking part. No formal action taken. 

The investigation of the status of the position of librarian was at the sugges- 
tion of Mr. Oberholser referred to the Teachers' Interests Committee. 

AGNES CARR, Secretary. 

REPRESENTATIVES MEETING. 
DECEMBER 19th. 

Miss E. A. Roche, W. I. H. S. was appointed Secretary Pro Tern. 

Minutes of November 28th meeting were read and adopted. 

Reports on membership. 

Mr. Crossley of Teachers' Interests Committee opened an informal discussion 
of maning of "A Teacher of Superior Merit; all present participated. 

Mr. Quimby, of Stuyvesant, spoke of work of Hanus Committee. 

On a motion of Mr. Kingsley, the Secretary was empowered to ask the Build- 
ing Committee of the Board of Education to see that in the new building for the 
Washington Irving High School there is provided a committee meeting room 
suitable for the meeting of this" association and other associations. 

The President announced that he hoped to make the meetings of the Board 
of Representatives of educational value, by arranging definite topics for discussion. 

For the January 30th meeting the chairman of the Committee on Scientific 
Management will talk "On the Reorganization of an Existing High School in ac- 
cordance with the principles of Scientific Management." 

Chairman of Committees, Members of Scientific Management Committees, all 
Delegates should attend or send Proxies who are interested in school efficiency. 

E. S. ROCHE, Secretary Pro Tern. 

MEETING OF REPRESENTATIVES, JANUARY 30, 1912. 

The minutes of the previous meeting were read and approved as read. 

Report of membership by schools. 

Dr. Mullen reported a balance in treasury of $382.91. Total number of members, 381, 
with nine high schools to hear from. Membership exceeds by 76 that at the same time 
last year, which reached 670. 

Mr. Payne, Chairman of Committee on Retirement Legislation, outlined the details of 
the pending pension bill. Questions and discussion followed. Mr. Paine suggested that 
the representatives present ascertain the sentiment in their respective schools and report the 
same to him. 

Mr. Kingsley, Chairman of the Committee on Increase of High School Accommoda- 
tions, reported that high schools were in sight for East New York and the Bronx, as recom- 
mended in Superintendent Steven's annual report. 

President Morrey announced that this committee would be reorganized. 

Mr. Kingsley, as Chairman of the Committee on Conference with the Colleges, read 
an extract from the report of President Burton of Smith College, advocating more flexible 
high school courses and the acceptance of such by the colleges. 

Mr. Weaver, Chairman of the Students' Aid Committee, reported. (See elsewhere in 
this bulletin.) _ _ _ j , . , ^ . . .( *in\aJM 

Dr. Fitzpatrick, Chairman of the Committee on Scientific Management, outlined in a 
clear and interesting manner, the topics his committee would deal with in their discussion 
and investigation of high school efficiency. Discussion followed. 

It was affirmed that the Hanus Committee desired a committee of the High School 
Teachers' Association to confer with it in its present investigation. It was moved, seconded 
and carried that a committee be formed at the discretion of the President, to represent the 
High School Teachers' Association before the Hanus Committee. 

The meeting adjourned at 6 P. M. H. E. Seelman, Secretary Pro Tern. 

hUJL-\-\-\-' - l -i- ; ' i" f 1*8 ■~l!iH' I ;;, ,- .:!-.., .q « --^ j J 

MEETING OF REPRESENTATIVES, FEBRUARY 27, 1912. 

Minutes of the January meeting were read and approved. 

President Morrey announced that Mr. Emerson's address would appear in the next 
bulletin instead of waiting to be issued in the Year Book. Attention was called to this 
policy. 






' THE H. S. T. A. BULLETIN 13 

Mr. Dotey, Chairman of Teachers' Interest Committee, resigned from chairmanship 
on account of pressure of school work and illness. His resignation was accepted. 

The program of general meeting was referred to whether department meetings should 
precede or follow the meeting of the entire body. No action taken. 

Mr. Kingsley reported for Conference Committee on Course of Study appointed to 
confer with the Hanus Committee on Scientific Investigation of Schools. At the first con- 
ference sixteen were present. A number of questions were discussed resulting in entire agree- 
ment on the need of greater flexibility in high school course. No desire was expressed to cut 
out subjects already in course but several more seemed urgently needed. The committee 
was enlarged to fifty-seven, of whom forty were present at the second meeting. At this 
meeting a sub-committee was appointed to put its recommendations into shape to be submitted 
to full committee. Mr. Kingsley read to the Representatives his preliminary draft of the 
report of the sub-committee. There was much discussion with regard to five-subject or four- 
subject courses, and requirements for high school work. 

Meeting adjourned at 5:50 P. M. AgNES CaRR, Secretary. 

A COMMUNICATION. 

March 24, 1912. 
To the Honorable Committee on High Schools, Board of Education, New York City: 
Gentlemen: — May we, in the name of the High School Teachers' Association of 
New York City, urge you to request the By-Laws Committee of the Board of Educa- 
tion to formulate rules for the guiadance of the Board of Examiners and the 
Administrative Officers of the Board; 

(1) To rate as of Superior Merit, all teachers marked as B+ or higher; 
Superior being a comparative term and not superlative, not equivalent to supreme. 

(2) To rate as of Superior Merit, those who prior to January 1, 1912, were 
receiving the Maximum salaries of their grades. We believe that such was the 
not unreasonable expectation not only of such teachers but also of those officers of 
the Board who estimated the cost of new law. This eliminates the Ex Facto feature. 

(3) To rate as approved for twelve years, such teachers as have been approved 
for nine years and have in addition received credit for three additional years in 
the adjustment of the Junior Teacher Question. 

The Executive Committee of the High School Teachers' Association. 

WILLIAM T. MORREY, President. 
(Reported to Board of Representatives March 28, 1912, and adopted by them.) 

MARCH 28, MEETING OF REPRESENTATIVES. 

The March meeting of the Representatives of the High School Teachers' Asso- 
ciation was held at the Washington Irving High School, March 28, with President 
W. T. Morrey in the chair. 

The minutes of the previous meeting were read and accepted. The Treasurer 
roportd $365.48 in the treasury, with several large schools not yet heard from. 

(The communication of March 24, 1912, from the Executive Committee of the 
Association to the Committee on High Schools of the Board of Education was read 
and adopted.) 

Mr. Penhollow, of DeWitt Clinton, Chairman of the Committee on Forms and 
B.ianks, described the work undertaken by his committee. He said it was necessary 
to find out first the kind and amount of information required from Fifty-ninth 
Street, and then to have blanks prepared to gain that information and nothing 
else. In that way reports from various schools will be uniform, and can be easily 
tabulated. 

Mr. Dotey, of DeWitt Clinton, gave an interesting and detailed account of the 
meeting of the High School Committee of the Board of Education held March 2/. 
This gave rise to much discussion, and suggestions were made that while the subject 
is still fresh in mind, but after salaries have been adjusted, the matter of an ad- 
vance grade be presented ; and also that protest be made against method of rating 
teachers on five-minute inspection and on basis kept secret from teacher. 

Mr. Oberhoalzer was appointed Chairman of committee to consider the status 
of librarians with power to form his own committee. 

Meeting adjourned. 

AGNES CARR, Secretary. 

APRIL 30, MEETING OF REPRESENTATIVES. 
The April meeting of the Representatives of the High School Teachers' Asso- 
ciation was held on the thirtieth at 34 East Twelfth Street. The Secretary's report 
was read and accepted. The Treasurer reported in the treasury $132.62, with one 



14 THE H. S. T. A. BULLETIN 

large school still to be heard from. The net cost of printing the Year Book of 
1910-1911 had been $244.27. 

Mr. Fay, Uhairman of the Committee on Teachers' Absences, gave a report of 
the work done by his committee, which was unanimously approved and adopted for 
lecommendation to the Board of Education. 

(a) Investigation of practice in other cities in reference to loss of salary for 
absence due to iliness or other causes. 

(b) Study of metnods prevailing in this city. 

For the first of these, investigation was made of 224 cities of 25,000 inhabitants 
or over, and the results gained by a carefully planned questionnaire were tabulated. 

A study of metnods prevailing in this city revealed that in most cases the 
attitude of the city towards the teacher is most generous; and the pension fund 
is so inextricably bound up with legislation in regard to pay during absence that 
ti:e change does not seem necessary or expedient. 

The committee offered, however, six constructive recommendations as follows: 

1. Allowed absence for death in family be made more specific. 

2. Full pay for attendance at court be allowed for two days in all cases. 

3. Allowed absence without pay for purpose of travel. 

4. Pay granted for absence due to quarantine be for entire time, not ten days 
only. 

5. Discretionary power be granted to Board of Superintendents to allow ab- 
sence with pay in ■"emergency cases" — cases equally compelling with illness. 

6. Sabbatical year be allowed for study on half pay. 

A vote of thanks was given to the committee for this report. 

Mr. Penhallow, Chairman of Committee on Standardization of Forms, gave a 
biief ccount of th-3 worK of his committee. He suggested thit if the teachers would 
send to him copies of their individual programs, with size of classes, his committee 
would compile a report on comparative size of classes, and periods of work. 

Mr. Penhollow was authorized to obtain such material as he desired for use 
in the work of his own committee, and also in that of the Efficiency Committee. 

Dr. Fitzpatrick, Chairman of the Committee on Efficiency, read a part of the 
report of his committee. The first recommendation in regard to teachers' ratings 
by principals was tabled. There seemed so much material for discussion, that, as 
the hour was late, it was moved to adjourn until May 7, when this report could be 
taken up at length. 

(Signed) AGNES CARR, Secretary. 

MAf 7, MEETING OF REPRESENTATIVES. 

On May 7, an adjourned meeting of the Board of Representatives of the High 
School Teachers' Association was held at the Washington Irving School to consider 
the report of Dr. Fitzpatrick, Chairman of the Committee on Efficiency. 

Minutes of the previous meeting were read. 

In the absence of President Morrey, Mr. Dotey, of DeWitt Clinton, was asked to 
^?.ke the chair. 

In presenting his report for a second time before the Board, Dr. Fitzpatrick 
t ferred to its publication in "The Globe" of May 7, saying he had thought it would 
amplify matters to have a printed copy of the propositions in the hands of those 
rresent. He suggested that the propositions be voted on singly. 

Objection was made to this method of procedure by Mr. Jenks. 

Reference was made by Mr. Dotey, who asked permission to leave the chair for 
r-his purpose, to the resolution passed two years ago that the High School Teachers' 
Association is opposed to all discussion of questions relating to salary. 

Further objection was made that too small a number was present to take 
action on any subject of so great importance to the Association as a whole. 

Objection was made to the publication of a report which had not yet been 
acted upon by the Board of Representatives, and under a caption very misleading 
to the casual reader. 

A resolution was then passed that the report of the Committee on Efficiency 
be tabled, and that the public press be informed of that fact. 

It was resolved further that is is unwise to enter into any discussion of "super- 
ior merit" at the present time. 

Mr. Jenks suggested a constructive plan of inspection of work; that a teacher 
be relieved of work in his special field for a period of six months at a time, and 
spend the time in inspecting work done throughout the city, and reporting upon it. 

The meeting adjourned at 5:35 p. m. 

(Signed) AGNES CARR, Secretary. 






THE H. S. T. A. BULLETIN 15 

REPRESENTATIVES MEETING OF MAY 28, 1912. 

The last meeting of the Board of Representatives of the High School 
Teachers' Association was held at 34 East 12th Street, May 28, with Presi- 
dent Morrey in the chair. The secretary's report was read and accepted. 
The treasurer reported 680 members, and a balance in the treasury of $166.11. 
It was reported from the committee on teachers' absence that a petition 
is being sent to the schools to be signed by individual teachers. President 
Morrey suggested the advisability of getting the co-operation of as many 
associations of teachers as possible. It was stated that it is the unanimous 
opinion of the Board that the suggestions offered by this committee should 
be followed. 

In the absence of Dr. Fitzpatrick, an outline of the work of his com- 
mittee was presented by Mr. McNamara. A detailed report with suggestions 
for work of next year was promised for later publication. 

Mr. Overholser reported for his committee on status of librarians that 
the standard of requirements as well as character of examination are chang- 
ing, which will naturally produce a modification in salary adjustment. Rais- 
ing- standard of work should raise salary. A committee will be formed to 
investigate the conditions in libraries of other cities. 

Mr. Weaver, of the Students' Aid Committee, gave an interesting ac- 
count of the movement for vocational guidance, of which the first matter 
published in this country, appeared in the 1907 bulletin of the High School 
Teachers' Association. This report figured later in a hearing before the 
Assembly. The funds appropriated to the use of the committee have been 
used for agitation. A brief for the establishment of an employment agency 
for children when leaving school has been presented before the Chambers 
of Commerce which body will provide funds for carrying on the work. An 
administrative body which will command the confidence of the people is 
necessary. Much interest has been arosed, but the problem requires busi- 
ness enterprise. 

A motion was carried that: 

WHEREAS; There is pending before Congress a bill known as Senate 
Bill No. 3, on the Page Bill in support of vocational education, providing 
for an appropriation of $14,000,000 to vocational schools, therefore, 

RESOLVED; The High School Teachers' Association of New York 
City urges the senators and representatives in Congress to give to the bill 
their favorable consideration. 

The secretary was directed to send this request to the members of Con- 
gress. 

Mr. Dotey moved that the President be empowered to appoint chairman 
and members of such committees as he sees fit to form, and to remove such 
as he feels are not working in accordance with the best interests of the 
Association. Carried. 

Mr. Baker moved that a special committee be requested to see what can 
be done to abolish the grading of teachers (in part even) upon the percentage 
of promotions, and to make recommendations to that end. 

Amended by Mr. Dotey that this special committee be appointed by the 
president. Carried. 

A report of the work done bv the Modern Language Section of the As- 
sociation, of which Miss Blackwell is chairman, was then read. This renort 
embodied a request that the Regent's Examinations in Modern Languages 
might not alwavs fall upon the last day of the week of examinations. 

Meeting adjourned at 5:4s o'clock. 

(Signed) AGNES CARR, Secretary. 

(Conclusion of Prof. Hanus's Address from Page 32) 

just the kind of theoretical work that can be made the basis of sat- 
isfactory experimentation. 

This Association seems to me to be in a fair way to do more 
increasingly effective work of the kind you are now doing. You can 
promote and you are promoting self-examination ; and in the end 
you are certain to succeed, if you have not already succeeded in estab- 
lishing experiments to appraise results — to test such conclusions 
as you may reach. It seems to me then that you are in a fair way 
to promote educational progress ; for the secret of good schools 
and good school systems is co-operation of this sort under proper 
leadership. 



16 THE H. S. T. A. BULLETIN 

SCIENTIFIC MANAGEMENT AND HIGH SCHOOL EFFICIENCY. 
By Harrington Emerson, Efficiency Engineer. 

Ladies and Gentlemen of the High School Teachers' Association: 

I regard it as one of the most fortunate events of my life that when I was 
very young, and perhaps ought still to have been going to school, I had the 
opportunity to become a teacher in one of filie younger western state universities. 
What I there learned in managing boys and girls has stood me in good stead 
ever since. Your president was kind enough not to mention that my career as 
a university professor came to a sudden and permanent end. The faculty was 
divided into two sides: the younger men and the older, the radicals and the 
conservatives. The radicals were very strenuous, but the older men were more 
skillful, and at one of the meetings of the regents all the younger men were 
requested to depart. I was one of them, another is one of the most famous 
professors at Columbia; others have since made their way in name and fame. 
I am proud to say that as a result of the work of men, of whom I was one, 
that state university has become one of the great institutions of our country. 

I also regard it as fortunate that when I was still young I was forced out 
into a cold world and made to earn my living in competition with others. I 
found that what I had learned in tke management of boys and girls was appli- 
cable to the management of men and women in every walk of life, that the 
fundamentals of organization which underlie the development of a great slate 
university apply equally to the management, administration and development of 
all institutions of learning. They apply not only to schools and universities, but 
also throughout all life. Those fundamental principles are universal. 

There are certain fundamentals that underlie our whole life. Each living 
animal must breathe or the individual dies in a short time. Each individual must 
have rest or it dies at the end of a very short time. Each individual must have 
food, or it will die. Each individual must not exceed very narrow temperature 
limits or its life ceases. One can spend a life time and not know all there was 
to know about any individual animal or insect. 

You know the practice of teaching far better than I do. I shall talk only 
about the fundamentals of those educational matters which are similar to all 
other activities, and I shall have succeeded if I make each one of you realize 
that this is a part of the universal problem, and that if you grasp these essentials 
you can apply them everywhere, not only here to school life, but to everything 
human. 

I am to talk on efficiency, and I shall begin by telling you three things that 
efficiency is not. Nine-tenths of the people who have heard of efficiency con- 
found it with one of the three things that efficiency is not. 

First — Strenuousness is not efficiency. Strenuousness is the accomplish- 
ment of a slightly greater result by a very much greater effort. Efficiency is the 
accomplishing of a very much greater result by very much less effort. 

A man can walk easily three miles an hour. If I were to assign a task 
for the man, about the maximum that he could perform, I would say four miles 
an "hour, for perhaps six hours a day, and give him a choice of walking three 
miles an hour for eight hours a day, making a total of twenty-four miles a day. 
That is quite enough for any man to walk day in and day out. Let us consider 
the case of a postman or a messenger. Suppose that I place a piece rate of ten 
cents a mile. The normal daily wage of the walker would be $2.40, and this 
would encourage some man to walk five miles an hour during the six hours, 
accomplishing thirty miles in the course of the day, thus earning $3.00. Five 
miles an hour is too much for anybody to walk. If I should walk five miles an 
hour I would want to rest a week. 



THE H. S. T. A. BULLETIN 17 

When the man wants to walk more than four miles an hour, I would give 
him a bicycle, the slow speed of which is ten miles an hour. This speed is 
more than twice as great as the most strenuous speed for the walker. The man 
on the bicycle can speed up to twelve miles an hour, then to fifteen miles an 
hour. There is one man who rode 390 miles in less than twenty hours, more 
than twenty miles an hour for the whole time he was on the road, the extreme 
of human endurance. He had prepared months in advance and rested weeks 
afterward. That is strenuous riding of the bicycle. But by the time my bicycle 
rider had come up to twelve or fourteen miles an hour, I would give him a 
motorcycle, and I would station policemen at the cross roads to prevent him 
from exceeding the speed limit. The difference between strenuousness and effi- 
ciency is thus indicated. 

I have seen Egyptian girls digging the earth with their bare hands, the only 
implements being their fingernails, and it took a long hard day's work to accom- 
plish a very small result. I have seen also on the western prairies, several modern 
engines dragging a gang plow of fifty-one shares, turning over a section of land 
in thirty-six hours. That plow could do more work in thirty-six hours than 
ten thousand girls could accomplish with their fingernails in the period of their 
lives, and yet the girls with their fingernails were working strenuousnessly, and 
the men with the plow were doing what might be called gentlemen's work. 

Recently I went to see a series of bee-hive ovens, with openings in the top. 
They were red hot. The soft coal was dumped down into them, the ovens 
were sealed, and the soft coal was distilled. It leaves only the coke behind. 
When the poisonous gases are driven out it is necessary to empty the ovens by 
manual labor. The ovens are still very hot, and poisonous gases are yet being 
driven from the coke. After I saw this they took me to see ovens on one side 
of which was a machine that leveled the coal with two or three strokes. When 
the coal had been distilled and the poisonous gases driven out, another machine 
pushed the whole lot of coke out at one push, and then the other machine 
pushed in and loaded the coke. I asked the tender of this engine what the men 
who were working on the first ovens received for their work. He said that they 
received $1.50 a day. I asked him what these men got who tended the ma- 
chines. He said this was gentleman's work, and that they received $2.50 a 
day. It was gentleman's work, work I would have found pleasure in doing. 
Here is another example of the difference between strenuousness and efficiency. 

The rooster, when you chase him, flutters from his dung hill over a low 
neighboring fence and is easily caught in some corner. He is strenuousness. 
If his ancestors ever knew how to fly, they forgot it long ago. The eagle, who 
soars hour after hour, in the blue sir and never flutters a pinion, is efficient. 

The Chinese woman who bears fe»n children and only raises two of them 
to maturity is strenuous. The condor who lays a single egg once in several 
years and brings up each of its young, until it knows how to fly, is efficient. 

Secondly — Efficiency is not system. There is very much confusion regard- 
ing efficiency and system. I illustrate diis fey a siow of the Spanish-American 
War. 

A young doctor was sent ¥» Cuba. He went to a hospital and found men 
dying of wounds, of typhoid, of yellow fever. There was no quinine or other 
medicine, and no dressings, and in a frenzy of anxiety and eagerness he v/rote 
a requisition and sent it to Washington, and paced up and down waiting for 
the return of the vessel with the supplies which would save the lives of these 
soldiers. When the vessel came he could not find his package. He could 
scarcely believe it. He hunted around and after a while went back to his office. 
He found there an official envelope awaiting him. He opened it. The letter 
stated: "What you ordered requires Form 23 and you have written the requi- 



18 THE H. S. T. A. BULLETIN 

sition on Form 25. Please make it out again on the correct form and send 
it to us." 

For the second time he made out his requisition and sent it in, this time 
with no such anxiety, with less eagerness, with less hope. He awaited the return 
of the vessel. At the end of the two weeks he was not surprised as much as the 
first time when he found no package. He went back to his office and found an 
official envelope, and read: "If you had properly observed the regulations, 
you would have found that you should have summarized your figures in column 
5, not in column 7. Please correct the requisition and send it in and we will 
fill it." And after that, the young doctor lived not to save the lives of the 
soldiers in the hospitals but solely to make out requisitions in accordance with the 
red tape of the government. He had been diverted from an efficient surgeon 
to a systematized one. 

Efficiency has made it possible to meet new conditions in a new manner. 
System therefore should always be subordinated to efficiency. Throughout the 
world it is not. Disorderly souls have been guided by strenuousness, and system 
has taken a hand and accomplished a great deal, but to-day efficiency has to 
make its way against the opposition of the strenuous, and against the much more 
dangerous opposition of the systematic. 

Thirdly — Efficiency does not primarily rest upon intensified use of such 
crude instruments as land, labor and capital; but it rests upon ideas and the use 
of imagination. Efficiency is therefore imaginative, not strenuous and not sys- 
tematized. Efficiency is that gift which enables us by intensified thinking to 
accomplish a maximum with the least effort and the least waste. 
Is your work as teachers strenuous? If so it is not efficient. 
Is your work as teachers systematized? If it is it cannot be efficient. 
Does it depend on your school buildings, on the toil and labor of many 
teachers, on your books? If it does it cannot be efficient. 

Now let me tell you how I work when I am called into a plant to give 
them the benefits of efficiency. There are four essentials that apply in every 
plant. 

1 . The first are the aims or the ideals that must be definite and 
clear, but not strenuous, systematized or materialized. 

2. There must be an organization, to attain or maintain all the 
ideals. 

3. Equipment, with which the organization can attain and maintain 
these ideals. 

All these mean but very little unless the plant has: 

4. A strong executive, who is able to carry them out. 

So the first thing we do is to ask the manager: "What are your aims? 
What are you trying to do? Shall I tell you or will you tell us what you are 
trying to do?" 

Usually when we go into a new plant we find that the ideals are not clear. 
One man may be trying to do three or four different things at the same time. 
He may be trying to sell the largest quantity of mediocre goods, a perfectly 
legitimate aim. Another time he may change his mind and try to sell a small 
quantity of high quality goods. But we want his statement of what he is trying 
to accomplish, because the whole management of the business will depend upon 
these ideals. 

Now we come to the organization. We generally find that the organiza- 
tion is haphazard. Like Topsy, it growed. We find that it is lop-sided, imper- 
fect, that certain men are trying to do a great many things that do not belong 
to their department. Other men have been misplaced. We may find that the 
organization is dominated by relatives, with no reference to their ability or 



THE H. S. T. A. BULLETIN 19 

integrity, ancT that the organization can neither maintain nor attain the best 
ideals. 

We next investigate the equipment. What is the equipment that has been 
given to the organization with which to accomplish results? The equipment 
consists of men, materials, money, machines and methods. If for instance I were 
expecting to start an automobile factory in Argentine, I would first get up an 
organization that would carry on the business, and then, what is far less impor- 
tant, would provide the equipment. To do this we must have money, men, and 
materials. These we must get, or we cannot do business. 

Finally we come to the main requirement — a strong, able executive, an 
individual, or it may be a board or a committee. A strong executive maintains 
the aim, and inspires the organization. 

In these matters plants are generally defective, and the conditions cannot 
be rapidly changed. Assuming, however, that we find a satisfactory condition, 
we next apply the twelve principles of efficiency. 

Take, for instance, a bank burglar. I tell him that the first principle is 
that of a high ideal. I ask him if his ideal is compatible with the first principle 
of efficiency, a high ideal. 

The second principle of efficiency is common sense, good judgment. I ask 
him if it is compatible with common sense to choose as a profession bank 
burglary. 

The third principle of efficiency is competent counsel. I ask him where he 
got counsel to the effect that the business of breaking into banks is a good one. 

The fourth principle is discipline, which means the welfare of society. I 
ask him whether breaking into banks is compatible with discipline. Discipline 
plays a part only when the burglar is caught red-handed and sent up. 

The fifth principle is the fair dealing. I ask him whether breaking into a 
bank is a fair deal. 

If at the very start of his business a man neglects the five first principles, 
how can we apply for him the other practical principles : 

(6) Standard records. 

(7) Planning. 

(8) Standard conditions. 

(9) Standardized operations. 

(10) Standard instructions. 

(11) Standard schedules. 

(12) Efficiency reward. 

Then we come down to organization, and we apply to each part the same 
test of the twelve principles. We apply it to the aim. We apply it to every 
man and to every movement, and after we finish with the organization we apply 
the same twelve principles to the equipment — to each machine, to all the mate- 
rials, to all the methods. Then we go to the executive, and we apply to him 
the twelve principles. 

By the time we have made this survey, the whole organization looks to us 
like a sieve. There are holes in it everywhere, some of them large, some of 
them small. The first thing to do is to stop the larger leaks, then we stop the 
lesser leaks, and we keep busy until all the leaks are stopped. Trying to increase 
the efficiency of a plant with a sieve-like organization is like carting water in 
a pail filled with holes. You cannot carry it very far. This is the manner in 
which the principles of efficiency are initially applied. 

We consider the rest of the problem under three simple categories: 
( 1 ) Materials or supplies. 

(2) Personal services. 

(3) General charges. 



20 THE H. S. T. A. BULLETIN 

In your school work the materials do not count for very much in money. 
The personal service bill is the largest element, and the equipment charges might 
amount to a considerable item. Now for every item of material, for every item 
of personal service, and for every item of equipment charges, there are four 
different efficiencies. These four different efficiencies stand to one another in a 
dependent sequence and this results in efficiency being tremendously low in the 
end. 

If a man should lose in Wall Street half his fortune, and to-morrow he 
should lose the half of what remains, and the next day half of that, he would 
very soon come to a very small number of dollars. 

I went to England to sell a large Western mine in which some of my 
friends were interested. A man had cabled to me to come over at once. I 
had been offered a large commission ($100,000) if I should succeed in selling 
the mine. I met the young man at the railroad station. He asked me about 
the mine. He said, "I have a friend. He is a solicitor. I will introduce you 
to him and he will immediately place the mine. Do I get half the commission?" 
I said. "Yes." So now I was down to a $50,000 basis. He took me down 
to the solicitor. All the papers were looked over. A new statement was pre- 
pared, and he said, "Now, next week, Monday, I will meet you in London. I 
have a friend who puts these things through. By the way, do I get half the 
commission?" I said, "Yes, I will give you half of what is coming to me. I 
was down to $25,000. I met him in London and he took me to another solici- 
tor, who punched a number of holes in the proposition, showed me that there 
were other better mines for sale in New Zealand, in Australia, in all parts of 
the world, and that my proposition was no better than the others. He then said : 
"We can put this proposition through; it looks favorably to me. By the way, 
do I get half the commission?" I said, "Yes." I was now down to a $12,500 
basis. Two days afterward he took me down to see Mr. Wright, one of the 
great promoters in England. Mr. Wright said to me, "Mr. Emerson, you are 
wasting your time in London. You cannot float the best gold mine. There is 
no market for American securities. I advise you not to wait a day. Take this 
up some day in the future, not now." I came back with the mine unsold. Had 
he taken me up my commission would have shrunk still further. This illustrates 
dependent sequence, half and half and half. 

For every article and material equipment there are four efficiencies. 
There is: 

(1) Efficiency of Price. (2) Efficiency of Supply. (3) Efficiency of 
Distribution. (4) Efficiency of Use. 

I can illustrate this best by railroad time tables. One of the great railroad 
purchasing agents said that by proper looking around he had been able to reduce 
the cost of the printing of the time tables 30 per cent. Therefore, the efficiency 
of that printing was only 70 per cent. A great many more time tables are 
printed than there is necessity for. Many of the time tables are not taken away 
from the printer. I remember looking over some of the books. There was an 
over-supply. The amount of the bill was very high. We will assume that the 
efficiency of the supply was 80 per cent. Now, these time tables were dis- 
tributed everywhere. When you only wanted a leaflet, you had to take the 
whole time table. This illustrates inefficiency of distribution. That is found 
to be as low as 50 per cent. I frequently forget what I have looked up and 
get another time table. I always take two or three. The efficiency of use of 
the time table is extremely low. Multiply 70x80 (the first two efficiencies) and 
that brings you down to 56 per cent. Multiply that by 50 and you get down to 
28 per cent., and thence to 14 per cent. Remember, too, that the cost of mak- 



THE H. S. T. A. BULLETIN 21 

ing time tables amounts to as much as the bill for the renewal of steel rails. 

The same principles of efficiency apply to labor. 

I went to a New England textile mill, and they took me through the ma- 
chine shop and through the departments of textile work. When I returned the 
superintendent said, "What do you think of it?" I said, "I do not think that 
your machine shop is very efficient." Immediately they took offence. The 
master mechanic said, "This is a repair shop. Do you realize its purpose? It 
is our duty to repair all the machinery that breaks down. It does not make 
any difference what it costs. We cannot put in a lot of records, planning and 
efficiency rewards, and all that stuff. We must keep the mill going." 

Before I had a chance to reply, the president said, "Let us go into the 
machine shop, that you may show me what you mean." 

It is naturally not easy to point out a concrete case of inefficiency, but I 
went with him and stopped at the first machine. I watched it for a minute or 
so. There was a little steel plate to be shaped, and the tool was making a long 
stroke back and forth, cutting air three-quarters of the time and metal one- 
quarter of the time. The efficiency of the stroke was only 30 per cent. The 
tool was moving very slowly back and forth. There was no reason why it 
should not have been going like a sewing machine. The efficiency of speed was 
only 33 per cent. They had a diamond-pointed tool that was taking off only 
a sixty-fourth of an inch, almost as fine as a human hair. I could not see why 
they could not take off an eighth of an inch. The efficiency of feed was only 
25 per cent. They were taking four cuts where two cuts would have been suffi- 
cient, a roughing cut and a smoothing cut. The efficiency of the number of 
cuts was 50 per cent. You multiply 33x30 and you get 10 per cent.; multiply 
that by 25 and you get 2^ per cent. ; then multiply that by 50 and you get 
1 Yl P er cent. In this repair shop a machine was taking eighty times as long 
as it had any business to take. I then said, "The way you are running this 
shop makes anything possible. In your shop the machines are cutting air three- 
quarters of the time, the tool is taking off but one sixty-fourth of an inch and 
taking four cuts where two would be sufficient." This illustrates the dependent 
sequence as related to machine labor. 



This is a general outline of the modern teaching of efficiency. We are 
just on the threshold of the work. When we go into a plant, we properly and 
rightly tell the proprietor that we know the state of the art up to the present, 
that we can give him the best help that modern knowledge affords in putting his 
plant on an efficient basis. But when we come back to our own office and we 
face the other way and look at the problem as it stretches out before us, we see 
that we are just on the threshold of knowledge, that the fog is gradually lifting. 

The efficiency of the material, the efficiency of the wage earner, the effi- 
ciency of the equipment, the efficiency of the ideals of organization, and of the 
executive — may not be as important in the future as certain dawning possibilities. 
We are just beginning to study the difference between energizing work and ener- 
vating work, and particularly the difference between men and women taking 
up work they are not fitted for, and taking up work for which they are fitted. 

Let us begin with the latter problem. Suppose that I wanted to develop 
a race horse. If I should supply the best kind of kite track, if I should bank 
the curves and elevate them mathematically, if I should construct the best kind 
of a sulky, and if some skillful blacksmith would make the proper kind of shoes, 
and a harnessmaker the best harness, and if I should have the best kind of a 
stop-watch, that would record the one-hundredth part of a second, if I were 
working on some ordinary plug of a horse, I should not accomplish as much as 
if I had no track but a country road, no wagon but a spring wagon, no harness 



22 THE H. S. T. A. BULLETIN 

but an ordinary harness, but had a thoroughbred to begin with. The differ- 
ence between what a man can do when he is adapted to his work and what he 
can do when he is not adapted to his work is almost infinite. 

There is an old German saying that every barber is a conservative and 
every tailor a radical. The barber, shaved each customer's face, dressed the 
customer's hair, fixed his wig, looked after his dress, and bled him, acting as 
surgeon as well as barber. He was busy on his feet all day, talked about the 
latest news, and discussed topics of the day. When a man of that kind went 
home he was thoroughly satisfied to become a peaceful citizen. But the tailor, 
who sat all day long with his legs crossed sewing, when he finished his work, 
had to go out and raise a disturbance of some sort to let out the accumulation 
of the fatigue poisons he accumulated in his work. The tailor's work is enervat- 
ing. 

A man from Cincinnati went into a mill in New England, and said to 
the owner: "There is the department from where all the troubles begin! Those 
men are disorderly. They start up the strikes. They are bad family men." 
The owner of the plant said, "That is perfectly true, but how do you know." 
The reply was: "The condition of the work is such that it is impossible that 
they will be otherwise. It is so noisy that these men cannot even hear each other. 
Necessarily, they have accumulated such an amount of fatigue poison that it is 
impossible for them to settle down and lead peaceful lives." Their work instead 
of being energizing was enervating. 

To close, I shall tell you an anecdote in which efficiency work is shown. 
I went into a large mill in Cincinnati in which the girls had been very difficult 
to discipline. They left; they did not stay. They were troublesome; they were 
disorderly and the superintendent, who was wise, one morning put a large 
Maltese cat in the room and when the girls came around they did not know how 
the cat got there and adopted it as a pet. The superintendent said that the cat 
had better be removed. The girls wanted to keep the cat. When I came in 
I saw the cat on a shelf and the cat jumped off and went to one of the girls. 
The girl stopped her work and gave the cat to the next girl and passed it all 
around. This gave the girls a rest of two or three minutes. Then the cat went 
back to her place. This time had been sufficient to stop the accumulation of 
the fatigue poisons. This difference of two or three minutes made all the differ- 
ence in the world. 

This subject is tremendous. You must feel it for yourselves. 

SUMMARY OF ANSWERS TO QUESTIONS. 

The success of a school depends on the executive, and executive ability 
in the highest authority is more important than lower down the line. Executive 
ability is always and everywhere valuable. 

The executive must have definite aims and must have a suitable organiza- 
tion, he must have equipment. The child, the parent, the teacher, the principal, 
the superintendent is each an executive as to respective parts of the work, and 
the clashes between different ideals caused tremendous loss. 

Shall the type of management be strenuous, shall it be systematic, shall it 
be efficient? Consider the possibilities of waste of the child who is efficiently 
trying to pursue the ideal of a good time and the teacher who is with systemat- 
ized strenuousness pursuing the ideal of a curriculum. 

Schools are tremendously inefficient, not because everybody does not work, 
but because there is no accepted ideal for any executive from child up to super- 
intendent to play and work up to. 



THE H. S. T. A. BULLETIN 23 

BIBLIOGRAPHY. 
"Profit Making Management," Charles U. Carpenter; "Work, Wages ,and Profit,'' 
Gantt; "Motion Study," Gilbreth; "Cost Keeping," Gillette & Dana; "Efficiency," Emer- 
son, Harrington; "Principles of Scientific Management — Shop Management," Frederick 
Winslow Taylor. The subject is also discussed by Benjamin C. Greenberg in the January 
and February numbers of The American Teacher. 

WHAT IS THIS SCHOOL SYSTEM FOR? 

A RE-EXAMINATION OF EDUCATIONAL COMMONPLACES. 

An Address Before the High School Teachers' Association of New 

York City on May 25, 1912. 

By 

Prof. Paul H. Hanlis of Harvard University. 

Mr. President and Fellow Teachers: — 

I am very glad indeed to have this opportunity to meet you to- 
gether. I am, however, sorry that both you and I are sure to be dis- 
appointed in this meeting. It is quite contrary to my understanding 
that I should speak to-day of the results, of the School Inquiry. The 
, misunderstanding on that matter is due partly to me and partly, I 
think, to your President. In any event the announcement that I was 
to do so is an error. One the other hand, I could not refuse the invi- 
tation of your President to meet, at least once, this Association, even 
if in what I have to say I represent only myself and not the School 
Inquiry. 

I shall also anticipate another possible disappointment ; I do not 
intend to deal specifically with high school problems as such. In what 
I have to sa}^ I wish to call your attention to certain high school prob- 
lems in relation to some larger or related , educational problems, which 
I think it is not uncommon for high school teachers to neglect, even to 
ignore ; at any rate high school teachers very commonly give com- 
paratively little attention to them. 

With that general statement as a preamble, I beg you to bear with 
me while I call your attention to certain very important educational 
commonplaces, which, it is desirable we should remind ourselves 
of from time to time lest we lose ourselves in the details of our work 
and fail to realize, or at last to appreciate, its significance. Now, 
I do not hesitate to talk about these commonplaces because, 
after all, to get a fresh view of the significance of the commonplaces 
of which our lives are greatly made up is to gather renewed inspira- 
tion for effort; and that has to be often repeated if we are not to 
be enslaved by these commonplaces themselves. 

I referred a moment ago to the fact that secondary school teachers 
— high school teachers — sometimes fail to recognize, and sometimes 
absolutely ignore, important educational questions with which they 
might well concern themselves. I mean that it is not uncommon for 
high school teachers to regard themselves as the "Corps d'elite" of the 
school system with but little relation to the rest of the school system. 
They are the Olympians seated on high, and they look down with 
more or less compassion, more or less tolerance, sometimes with a 
little contempt, on the humanity at the foot of the hill — the humanity 
being the elementary school teachers. 

I want to call your attention, then, to the significance of this very 
comprehensive, complex, expensive public school system and ask you 



24 THE H. S. T. A. BULLETIN 

what it is all about — what it is all for. I am all the more encouraged 
to do so, because in conversation with a high school teacher the other 
day, he said to me: "What is this school system for?" That seemed 
to me to be significant, because, as I have already said twice, I think 
high school teachers do not often ask themselves that question, and it 
seems to me to be decidedly important. 

In other words, nothing less than one's conception of his work 
will be determined by his conscious aims. His conscious aims will 
determine the selection of the material with which he works ; it will 
also determine the distribution of his emphasis on this, that, or the 
other aspect of his work. That is to say, they will make his work 
significant — will prevent it from degenerating into mere routine. My 
observation leads me to believe that a very large portion, if not the 
majority, of high school teachers are merely conscientious workers 
in a routine, concerning themselves but little with its significance, 
and sometimes even wilfully ignoring that significance. I want, then, 
to direct your attention, as I say, to certain fundamental commonplace 
principles which underlie our whole public school activity. I want to 
direct your attention to its fundamental aims. 

UNDERLYING PRINCIPLES. 

I think the principles underlying contemporary provision for, and 
the tendencies in, public education may be formulated as follows : 

i. Public education should train efficient citizens. It should 
arouse and develop all the worthy interests and the corresponding 
powers of each pupil, so far as his ability and stage of development 
permit, to the end (i) that the common interests of our democratic 
society may be recognized and appreciated and their progressive de- 
velopment provided for, and (2) that the interests of all individuals 
may be promoted so far as they are not mutually exclusive. These, in- 
terests are, spiritual (intellectual, moral, aesthetic), hygienic, economic, 
civic or political. They are also religious ; but since experience has 
shown that religious interests are inseparable from ecclesiastical in- 
terests, and society has an institution for fostering both at once, a 
democratic society very properly delegates the preservation and trans- 
mission of religious interests as such to the church. 

2. Public education should strive to gradually emancipate each 
pupil from external restraint and guidance, and thus render him self- 
directing — intellectually, morally, and physically stable, alert, vigorous 
and active. Together with the instruction public education offers, it 
should, therefore, insist throughout on discipline that is wise, kindly 
and firm, including appropriate punishment when it is needed — a dis- 
cipline that insists upon progressive conformity of conduct to insight, 
including habits of steady application and reasonable achievement. 

3. Public education should endeavor to prepare each pupil to 
make the best use of his leisure, as well as of his working hours. Sat- 
isfactory diversions and good recreative habit are important for both 
the individual and society. Without disparaging harmless diversions 
and amusements, public education should therefore strive to develop 
an appreciation of, an a demand for, the serious pleasures our civil- 
ization affords. 

4. Public education should strive to render each pupil econom- 
ically intelligent and efficient. It should direct each pupil's attention 
to a vocation to which he may reasonably aspire ; that is, every pupil 



THE H. S. T. A. BULLETIN 25 

should be led gradually to realize that a suitable vocation accessible 
to him and adapted to him is indispensable to a useful and happy life ; 
and as he approaches the end of- his school career, whatever his age 
may be, he should come to see that his vocation will be not only the 
means of satisfying his persona] wants and ambitions, but, because it 
is the chief means of establishing significant relations between himself 
and his fellow men, it is also the source of such public service as he 
is capable of and may be called upon to render. Public education 
should, therefore, provide for the development of vocational purposes 
based on vocational enlightenment ; and it should offer each pupil ap- 
propriate training for the vocation of his choice — so far, at least, as the 
non-professional vocations are concerned. 

CONTEMPORARY AIMS OF ELEMENTARY SCHOOLS. 

The contemporary aims of the public elementary schools of a 
progressive city should be, accordingly: 

i. To enable every pupil to read the English language intelli- 
gently, and to speak and write it correctly and with reasonable fa- 
cility; and, so far as his capacity and stage of development permit, it 
should enable him to appreciate the literature of the English lan- 
guage as a source of guidance and inspiration in all the relations of 
life. 

Further, for ambitious and able pupils, together with those pupils 
who intend to continue their systematic education in the high school, 
to provide instruction (elementary, but serious so far as it. goes) in 
the three modern foreign languages — French, German and Spanish — 
of most use to Americans ; thus laying the necessary early foundation 
for an ultimately satisfactory command of the resources of at least 
one of those languages in addition to English. 

(I am not, you see, making specific application of these principles 
to any particular city. It seems to me that specific application of such 
principles as these must be worked out by each city. In what respects 
they may need modification is a matter which each community must 
determine for itself. In general, these principles seem to me those 
which underlie the large proportion of all American public education.) 

2. To enable the pupil to acquire a command of the fundamental 
operations of arithmetic sufficient for the ordinary affairs of life and 
for further progress in mathematics ; that is, it should lead the pupils 
to acquire the habit of correctness and reasonable rapidity in addi- 
tion, subtraction, multiplication and division of whole numbers and 
simple fractions,. both common and decimal, together with percentage 
and its simplest applications to interest and trade discount. 

If these principles seem to you to run counter to progressive edu- 
cational theory they should be experimentally tested, and the fruits of 
those experiments should be carefully collected and appraised. I, 
personally, have no doubt that the amount of mathematics which I 
have here set down for the elementary schools is sufficient for the 
ordinary affairs of life and for all further progress in mathematics. 
The point is, however, that such contentions as these require experi- 
mental verification. 

3. To enable the pupil to acquire a knowledge of the earth and 
its products in relation to man — to man's distribution and occupa- 
tions; that is, of geography, and particularly of the geography of 
North America and of his own State. 



26 THE H. S. T. A. BULLETIN 

4. To give each pupil training in the elements of natural science 
on which our contemporary civilization so largely depends— science 
(hat can be assimilated by pupils of elementary school age. 

5. To give each pupil the leading facts of the development of na- 
tions, and gradually enable him to understand the relation of these 
facts to each other ; and particularly it should lead him to see the pro- 
gress which the world has made toward democratic Government and 
the conditions on which the stability and further progress of our own 
democracy depends in city, state and nation. 

6. To lead the pupils, by instruction and experience, to under- 
stand the significance of the industrial and commercial activities 
whereby society keeps itself going; that is, the public elementary 
school should offer instruction in the manual arts, domestic arts and 
agriculture where that is appropriate, accompanied by laboratory or 
practical experience, so far as local conditions permit ; in order to give 
the pupil a real insight into industrial occupations and a practical 
acquaintance with their materials, tools and processes. Similarly, the 
pupils should be led to appreciate the significance of commerce so far, 
at least, as to enable him to understand the part played by commerce 
in the progress of society and in the world of to-day. 

It is easy to misunderstand me here — I am still speaking of the 
elementary school. I have no expectation that children under four- 
teen years of age can be trained to be merchants or artisans, and I 
have of course no desire that they should be; on the contrary, 
I have every desire that they should not. My point is that the way 
to awaken understanding and appreciation of the significance of these 
things in modern life is to incorporate them into the training of chil- 
dren in the elementary schools in such a way that that significance 
can not be missed. The ordinary manual training does not do 
that at all. 

It is sometimes expected that manual training will have an imme- 
diate vocational value ; nothing is farther from the truth. As a mat- 
ter of fact, it could have more vocational value than it has ; but in 
the elementary schools the children are too young to be taught a voca- 
tion — they are too young to be turned into a particular channel. 

I referred a moment ago to the necessity for the development of 
vocational purposes, and that means vocational enlightenment. I 
ought, perhaps, to say that the development of vocational purposes, 
and vocational enlightenment — or vocational guidance, as it has come 
to be called — does not mean prescribing a vocation. It does not mean 
abridging the pupil's education ; it does not mean choosing a vocation 
for A, B or C. It does mean pointing out to A, B or C that a voca- 
tion is a necessary ultimate goal ; pointing out to him also the condi- 
tions under which that goal is to be attained — pointing out to him, 
therefore, among other things, the advantages of further education to 
a realization of the purpose ; then to help him to achieve his purpose, 
and plan his educational career accordingly. 

Let me emphasize, once more, that the object of vocational guid- 
ance is not to prescribe an occupation; the object of vocational guid- 
ance is not to abridge the pupil's education. The object of vocational 
guidance is to bring to bear on the pupil all the information which he 
needs in order that ultimately he may choose his career deliberately 
and that he may prepare for that career in the most effective and 
desirable way. 



THE H. S. T. A. BULLETIN 27 

7. To give the pupil an incipient command over the aesthetic 
resources of to-day, so that his own life may be enriched and sweet- 
ened thereby, and the appreciation of beauty in nature and in art may 
be generally disseminated. The public school ought, therefore, to 
give instruction in art. 

8. To teach the pupil to take care of his body and how to pro- 
mote its normal growth and vigorous development, to the end that he 
may possess the physique and endurance commensurate with the de- 
mand and opportunities of modern life, and that he may come to ap- 
preciate the reasonableness and the necessity of the provision for pub- 
lic, as well as for private health; that is, he should not only receive 
instruction in physiology, hygiene and biology, but he should be led 
to insist on the conditions that determine good health in private and 
community life. 

AIM OF PUBLIC VOCATIONAL SCHOOLS. 

The aim of public vocational schools is to teach skilled vocations 
to persons over fourteen years of age who do not aim at a high school 
education. Such schools combine both theory and practice, and offer 
iheir instruction as : (a) Full-time day schools to those children, four- 
teen to eighteen years of age who can attend continuously during the 
day; such schools alone, however, would fall far short of realizing the 
aim of vocational education, (b) Day co-operative schools for those 
children fourteen to eighteen years of age whose employers are will- 
ing to co-operate with the schools to the extent of allowing the 
pupils to alternate between work and school, the pupils being or- 
ganized in pairs or in groups for the purpose, and receiving pay for 
the work they do. (c) Day continuation schools for those persons, 
fourteen years of age and upwards, whose employers are willing to 
release them from their work in order to attend school for several 
hours — perhaps for six to ten hours — per week without loss' of pay. 
(d) Evening schools for persons over eighteen years of age who aim 
at general culture, or who desire to improve themeslves in their sev- 
eral callings. 

Not long ago I was discussing with a considerable number of 
teachers the feasibility of establishing co-operative and continuation 
schools and the general trend of the discussion was that while it 
might be desirable to establish such schools, it was impossible in New 
York City, because industry and commerce would not co-operate. 
This same subject was discussed also at a meeting of employers — 
manufacturers and business men in New York City — and they were 
heartily in accord with such a general project, but said: "You cannot 
ge< such a thing as that going in this city, because the teachers will 
not co-operate." In other words, it is clear that what is needed is a 
propaganda for enlisting the co-operation of the teachers on the one 
hand and the business world on the other, so that they may work 
together for the consummation of this ver}*- desirable thing — the thing 
they both want. 

It seems to me that the real solution — the only solution now in 
sight, whatever we may find possible by-and-by — of providing voca- 
tional education for the great mass of children over fourteen years of 
age is the continuation and the co-operative school ; and the darkest 
area in the problem of vocational education is the education that 
should be provided for the automatic workers, those whose tasks tend 



28 THE H. S. T. A. BUIiLETIN 

to lethargize body and mind. Every community which is alive to its 
responsibilities should seriously study that problem. 

It is not so difficult to establish appropriate school courses in 
the trades requiring the exercise of intelligence, or variety in the exer- 
cise of intelligence ; but the occupations requiring that kind of activity 
on the part of the worker are diminishing and the automatic opera- 
tions are increasing; and it is, therefore, a problem every school sys- 
tem, every community must face — what to do with the great army of 
automatic workers, so that they may not degenerate — grow more 
sophisticated, to be sure, but less intelligent than they were when they 
left school at fourteen or fifteen years of age. 

Industry and commerce have not hitherto recognized their re- 
sponsibility for the education of the youth by whose labors they profit. 
They have hitherto been willing to throw the responsibility of the 
education of the youth entirely upon the school ; but the school can- 
not carry that responsibility alone. 

It is certainly true that without the co-operation of industry and 
commerce, the education of the workers of the world — I use that term, 
for convenience, to designate the non-professional classes — without 
the co-operation of industry and commerce that education cannot be 
successfully carried on. If I had time I should like to dwell longer 
upon that point, but I must pass on. 

So much for elementary education, including the vocational edu- 
cation, which a democratic society must provide if it is concerned 
about the dissemination of general well-being — about progressive sat- 
isfaction in the society in which the people live. 

If we look upon the function of the school as the conservation, 
the improvement, and the transmission of the resources that society 
has developed, we shall be able to throw into their proper perspective 
the particular functions of the elementary school, the secondary 
school, and the vocational school. 

AIM OF PUBLIC HIGH SCHOOL EDUCATION. 

The aim of public high school education — public secondary edu- 
cation — in this country is to elevate the general level of intelligence, 
character and efficiency of all who are able to take advantage of the 
opportunities it offers. Unlike most secondary education abroad, 
secondary education in this country is not merely for the well-to-do 
and socially superior classes, with incidental opportunities for a few 
of the most gifted of the less fortunate classes. Our secondary educa- 
tion aims to reach the "masses" as well as the "classes." It does not 
recognize social segregation as such ; and so far as its administration 
is concerned, it is, therefore, equally accessible to all, or should be. 

High school education aims to secure for each pupil an appro- 
priate extension of his acquaintance with the resources and problems 
of our civilization begun in the elementary school, and at the same 
time to fix and strengthen his command over them so far as his ca- 
pacities and the time limits of his education permit. 

To this end education in this country is free in the high school, 
as well as in the elementary school, and the transition from the ele- 
mentary school to the high school should be as easy and natural as 
from grade to grade in the elementary school. Indeed, except for 
the grouping of pupils in separate buildings for the convenience of 
instruction and management, it ought to be impossible to say, in well- 



THE H. S. T. A. BULLETIN 29 

organized school systems, where the elementary school ends and the 
high school begins. 

Remembering that one fundamental object of all American edu- 
cation is to disseminate common interests and a good mutual under- 
standing of them among all the people, it is important that the studies 
and activities of the high school should cover all the interests of our 
civilization so far as they can be rendered interesting, intelligible and 
accessible to children and youths of high school age. In other words 
the scope of high school education should be as broad as human in- 
terests. 

Every one will admit these general principles. I am dwelling on 
them, however, in order that we may measure the work we are doing 
by them. I aim asking you to consider whether the work we are doing 
is really tending towards the realization of the purposes these prin- 
ciples embody — whether the teacher of manual training, for example, 
is really helping to achieve these purposes; whether the teacher of 
Latin is doing it, and whether the teacher of mathematics is doing it, 
and to what extent. 

A little while ago I reminded you that the conception which each 
teacher entertains of his work will determine the significance of that 
work for his pupils. For example, suppose the teacher's conception of 
mathematics is that it is a bit of organized human experience, and 
teaches his subject from that point of view ; the effect on the pupils will 
be far more vital than if he merely regards mathematics as a science for 
the pupils to assimilate if they can. Also, the value of history depends 
on the way in which the facts are selected, organized and related to 
life. Suppose one of your underlying principles in teaching history 
is that the pupil shall gain from that subject a deeper understanding 
of, and greater respect for, the best ideals of democratic govern- 
ment, obviously your teaching will be profoundly influenced thereby ; 
and history may thus become, through your teaching, a means of en- 
abling the pupil to assimilate at least one valuable portion of human 
experience for his own good and the good of society. 

It is possible for a teacher to teach commercial subjects so that 
they have a real bearing on real commerce. In any subject — mathe- 
matics, history, commerce, manual training, and all the rest — if the 
teacher teaches his subject, so that it really serves to interpret con- 
temporary life in a significant way the fundamental aims of the pupli's 
education are likely to be at least approximately realized. Otherwise 
they cannot be. 

Just now I said that high school education aims to secure for 
each pupil an appropriate extension of his acquaintance with the 
resources and problems of our civilization begun in the elementary 
school. To conserve, improve, and transmit these interests of society 
in the most effective way, it is important that each pupil during the 
period of adolescence should be led to self-discovery in respect to his 
dominant tastes and capacities. He should shape his educational 
career progressively in harmony with that discovery in order that 
his work may be most fruitful of results for his own growth in knowl- 
edge and power while in school and subsequently ; and to equip him 
to become a thoughtful and an active member of the society of which 
he is to be a part. Under other circumstances he can hope for only 
mediocre achievement both during his school life and thereafter. If 



30 THE H. S. T. A. BULLETIN 

he does achieve more it will not be because of his education but rather 
in spite of it. 

It is important that all the resources which society possesses 
shall be preserved, improved and transmitted ; it is not important, 
it is not possible, it is not desirable that any one pupil shall attempt 
the task of assimilating all of these resources himself, and of being- 
effective in dealing with them. My point is that it is in the interests 
of the individual, as well as of society that he should choose to deal 
with that aspect, with those resources, in which he can be most 
competent. 

The pupil's high school education, therefore, should include a 
training in choice, primarily the choice of studies ; and to accom- 
plish this end it must offer a considerable range of elective studies 
and insist on satisfactory achievement in all that the pupil under- 
takes. To prevent undue narrowness and premature specialization in 
the pupil's education, the public high school should also insist on at- 
tention to a considerable variety of studies, as well as on concen- 
tration of effort in a single field. 

A good deal has been said, at various times and in various places, 
with respect to the purpose of a general high school or of general 
courses in the high school. Whatever else its purpose may be I 
suppose it aims at what is called general culture. Now, what is gen- 
eral culture? I should like to offer for your consideration, for the 
time being, this definition which looks upon general culture as a 
force and not as mere possession. General culture is the capacity to 
appreciate the resources and the problems of our civilization, and 
the power to deal effectively with some of them. It is a definition 
which covers both interest and power. It would find its exem- 
plification in curricula for individual pupils which should emphasize 
a particular field of study and touch others ; i.e., that is, each pupil 
aiming at general culture would in the high school both concen- 
trate and disperse his attention during the entire four years of his 
course. 

That definition of general culture, however, provides training 
for general social service only ; it does not provide for specific social 
service, which means vocational service. 

I have already said that our public high schools aim to elevate 
the general level of efficiency, as well as of intelligence and character. 
The discussion thus far, however, has referred only to general effi- 
ciency. But training for specific efficiency — for progressive useful- 
ness in partcular vocations — is equally important, and is also a task 
which the secondary school must perform as well as it can. 

Owing to the bad tradition imported from Europe — that sec- 
ondary education is primarily for pupils of the well-to-do and pro- 
fessional classes, and hence aims only at general culture, including 
preparation for college vocational aims in high schools were, for a 
long time, looked at askance by teachers and school officers. They 
were looked upon as an unworthy concession to the commercial spirit 
of the age. They were treated, with scant sympathy, and since they 
were merely tolerated it was natural that vocational courses should 
be inferior to other courses or departments. They were, and often 
are now, inferior ; and too commonly the teachers of the vocational 
courses were and still are likewise inferior, This inferiority of course 



THE H. S. T. A. BULLETIN 31 

led to inferiority of pupils ; and so we had an inferiority of courses, 
pupils, and teachers that was, and often still is, conspicuous. 

The demand for suitable vocational education of high school 
grade has, nevertheless, persisted, and during the last quarter of the 
nineteenth century and since there has been a growing recognition 
of its value — at first for boys only, but later for girls as well. This 
recognition has become the most potent cause for the establishment 
of separate vocational high schools. It was believed that in such high 
schools the vocational aim would develop at least as keen an interest 
and as satisfactory work on the part of pupils, teachers", and admin- 
istrative officers as prevailed in the non-vocational schools. This 
result has been partially realized. Vocational high schools have grown 
in number, variety and efficiency, particularly during the last decade. 
They now include technical high schools for both sexes, high schools 
of commerce, and agricultural high schools. 

These schools meet an important demand. High school pupils 
wish to prepare for directve positons ; they distinctly intend to rise 
above the level of the rank and file of the industrial army. The boy 
who goes to a high school looks forward not to work at the bench but 
to a directive position, no matter whether his course in school consists 
largely of shop work or not. In other words, technical high schools 
have the task of properly developing vocational education of second- 
ary grade — an education that equips for directive activity in the 
world's work, on the basis of technical insight and practical experi- 
ence. 

The great defect of most technical high schools — I should like to 
emphasize this — is that the relation between the industrial work, or 
the commercial work, as the case may be, and the other work of the 
school, is not close. In other words, the specific vocational work of 
the school is not illuminated, strengthened, extended, by the so-called 
academic studies. Suppose it is the dominant purpose of a school to 
send boys out into the world of commerce equipped to deal with the 
commercial problems of to-day. If that be true, it certainly is true 
that the dominant note of a high school of commerce would be ap- 
propriate provision throughout its activities for realizing its aim ; that 
is, the mathematics of such a school, it seems to me, would be appro- 
priate to the dominant purpose which the school has ; the English 
taught in that school — its subject matter and methods — would be 
such as are appropriate to the purpose of that school ; the history too 
would be not only tinctured but would be controlled in the selection 
of material and methods, by the dominant purpose of the school. 

Now I should also like to point out in passing that such a school 
in realizing its vocational purpose need not, and in my opinion does 
not wholly miss general culture. Its immediate object would be 
vocational efficiency ; but if we agree that general culture is the power 
to appreciate and to deal effectively with some of the resources of 
the civilization of to-day, I think a vocational school that does its 
work well would incidentally also provide for general culture. It 
goes without saying that those young people who can defer their prep- 
aration for a vocation until they are more than eighteen years of age 
have the^great privilege of pursuing general culture itself as an aim. 
But we are dealing specifically now with the mass of young people 
who go into the vocational school because they realize or believe 
that they must go into a vocation at the age of eighteen or there- 



32 THE H. S. T. A. BULLETIN 

abouts ; we are dealing with the mass of pupils who go to a vocational 
high school because at the end of tlie secondary school they must 
enter at once on their life career. I would like to dwell longer on 
this point but I must pass on, otherwise I shall not fulfill my promise 
not to overstep my time. 

It was tobe expected that the success of the vocational schools 
would affect fundamentally the character of the vocational courses 
in the general high schools, and this has actually happened. Whereas 
it was once true that satisfactory commercial courses, for example, 
could not be obtained by pupils seeking such instruction in general high 
schools, it is now true that such courses are found in many schools. 
Vocational aims have accordingly already attained the recognition 
they deserve in many public high schools throughout the country, and 
that recognition is growing. 

I should like to point out too that for the full realization of these 
aims, or of others that may commend themselves to you as teachers, 
co-operation under proper leadership is necessary. It is true that 
the problem of each school is, in a large sense, a peculiar problem, 
and that it ought to have the opportunity to solve its problem in 
accordance with the insight it develops and the industry, devotion 
and intelligence of its teachers. 

I know of no better task for this association to undertake than 
to assign to some one of its committee — perhaps your committee on 
secondary education is the committee — the difficult duty of defining 
clearly the function of the public high schools of this city. Such 
a definition must be a series of definitions because the problem of 
the education which each school has to solve differs in important par- 
ticulars from that which every other school has to solve. 

In general, I am convinced that the efficiency of any school or 
school system depends upon habitual self-examination, and a careful 
appraisal of the results which that self-examnation brings to light. 
We now all tafke too much for granted, not only in education, but in 
life's activities in general ; and the only way in which we can bring 
ourselves face to face with the realities with which we have to deal 
is by rigorous self-scrutiny. Then we must face squarely the results 
that that examination may bring to light and govern ourselves ac- 
cordingly. 

And finally, the way to make progress in education as in every- 
thing else, is by experiment. At the present moment experiments are 
going ,on everywhere, but the fruits are not gathered. Experiments 
to confirm or refute educational opinion is the watchword of con- 
temporary educational progress. If we believe, for example, that 
English grammar is fundamental — a thorough-going drill five times 
a week for three or four years — to a satisfatcory progress in a for- 
eign language in the high school — if we believe that that drill is neces- 
sary to satisfactory progress, there is a way to settle that by experi- 
ment. If we believe that pupils who are studying the classics get a 
better training in English than pupils not studying the classics, there 
is a way to find out — try it and see. 

In conclusion, I wish to congratulate heartily the committee on 

secondary education for its painstaking and suggestive report; also 

I want to congratulate the committee that submitted a report on the 

relation of high schools to colleges. Both these committees are doing 

(For Conclusion of Prof. Hanus's Address see Page 15) 

(Reports will be continued in the next Bulletin) 



OFFICIAL BULLETIN 

of the High School Teachers' Association of New York City. 
No. 36. SATURDAY, DECEMBER 7, 1912 

The Board of Representatives, on May 23, 1911, empowered the Executive Com- 
mittee to issue a Bulletin monthly, instead of four times a year. 



THE SECOND REGULAR MEETING FOR 1912-1913 will be 
held Saturday, December 7, 1912, at the High School of Com- 
merce. 

DEPARTMENT MEETINGS begin at 10 A. M. Besides the pro- 
grams as given below, there should be discussion of Questionnaire 
for Directory and Account of Aim, Scope and Equipment of De- 
partments in the Ideal or Typical High School. 

GENERAL MEETING begins at 11 A. M. in Auditorium. 

MAIN ADDRESS BY DISTRICT SUPERINTENDENT 

BARDWELL. 

EFFICIENCY IN RECITATION 

Discussion 

WILLIAM T. MORREY, President. 
AGNES CARR, Secretary. 



DEPARTMENT MEETINGS, 10 A. M. 

ANCIENT LANGUAGES— Room 534, Dr. Walter E. Foster, Stuyvesant 
High School, Chairman. 

"Literary Allusions in Plautus," by Prof. Charles Knapp of Colum- 
bus University. 
BIOLOGY — Room 301. Mr. Harvey B. Clough, H. S. of Commerce, Chair- 
man. Frank Merrill Wheat, De Witt Clinton H. S., Secretary. 

"Efficiency in Biology Teaching,'' by Prof M. A. Bigelow, Teachers' 
College 
BOOKKEEPING SECTION— Room 303, Joseph J. Klein, Richmond Hill 
High School, Chairman. 

Dr. Albert Shiels, Superintendent in charge of Evening Schools of 
New York City, on Need of Standardizing Teaching Methods for Greater 
Efficiency. 

Morgan J. Goldsmith, Washington Irving High School, on First 
Lessons in Bookkeeping. 

Frank P. Baltz, Chairman Commercial Department , Eastern District 
High School, on Controlling Accounts. 

Dr. Joseph J. Klein, on the Introduction of Special Books. 

The meeting starts at ten promptly in order to afford ample time for 
thorough discussion before the General Meeting. 
ELOCUTION— Room 201, Mr. Raymond W. Kellogg, Morris High School, 
Chairman for Organization. 

All teachers of Elocution, Voice Culture, and Oral Expression are 
cordially invited. 
HISTORY AND ECONOMICS— Room 205, Miss Antoinette Lawrence, Ja- 
maica High School, Chairman. 

Tests of Efficiency, History Recitation, Dr. A. M. Wolfson, De Witt 
Clinton High School. 
MATHEMATICS— Room 304, Elmer Schuyler, Bay Ridge High School, 
Chairman. 

How to reach the individual Student in Mathematical Instruction, by 
Edward A. Hook, of Commercial High School. 

Discussion Ralph B. Bliss, Commercial H. S.; Mr. Merle L. Bishop, 
Boys' H. S. 

Elementary School Teachers welcomed. 



34 THE H. S. T. A. BULLETIN 

MODERN LANGUAGES— Room 401, Colman Dudley Frank, De Witt Clin- 
ton High School, Chairman. 

Modern Language meeting will be addressed by five Heads of Modern 
Language Departments who will give short talks on what they expect to 
find in thoroughly efficient recitations in the class-rooms under their 
jurisdiction. 

Our meeting will thus be practical, pointed and a fit forerunner to 
the later General Meeting for the day. 

PHYSICAL TRAINING— All teachers of Physical Training in our public 
hibh schools are invited to meet and to consider the organization of a 
department. 

PHYSIOGRAPHY— Room 105B, Mr. Kirk W. Thompson, Jamaica High 
School, Chairman. Preparation of Questionaire. 

"Some New Laboratory Experiments in Physiography," by Frank It. 
Bryant, Erasmus Hall High School. 

SHORTHAND — Room 216. There was so much for discussion and so much 
critcism of the address on November 9, that it was voted to continue the 
discussion of Mr. MacNamara's Report. 

CONTENTS OF THIS H. S. T. A. BULLETIN 36 

Announcements for General Meeting, December 9, 33 

Programs of Department Meetings 33 

Contents of this Bulletin 50 

Minutes of General Meeting, November 9, 1912 34 

Administration for Efficiency, by Asso. Supt. Edward L. Stevens.... 34 
The Grade Adviser and Efficiency — Miss H. Elizabeth Seelman of 

Girls' High School 40 

To Test Efficiency— Prof. Chas. H. Judd 42 

Suggestions of Dr. Edward H. Fitzpatrick, To Test School Efficiency 

(Summary and Address by Prof. Charles F. Judd) 43 

Efficiency in Biology Department Outlines of Studies 47 

Efficiency Through Pupil Co-operation — Miss Maud Manfred 48 

General Course of Study for New York City High Schools, — Recom- 
mendations to the Hanus Committee by the H. S. T. A. Com- 
mittee of Sixty 48 

12. The Publications of the Students' Aid Committee — Mr. E. W. Weaver 51 

13. Committee on Conference with the Colleges, — Mr. Clarence D. 

Kingsley Si 

14. Department of Mechanic Arts — Mr. George W. Norton, Chairman.. 51 

15. List of 731 Members, 1911-1912 32 

16. Contents of Year-Book for 1908-9, 1909-10, and 1910-11 56 

HISTORY DEPARTMENT 1911-1912. 

During the past year the Division of History of the High School 
Teachers' Association gave its attention mainly to two topics: — The new 
course in modern European history, and the supplementary readings re- 
quired by the Board of Regents. 

The first topic was discussed informally, and then, at another meeting, it 
was arranged to have reports, on the practical workings of the modern his- 
tory course in the City High Schools, given by Dr. Sullivan, Dr. Wolfson, 
Miss Dixon, and by a representative of the Board of Regents. The neces- 
sity of a time limit prevented as long a discussion as we desired. 

The members of the division expressed themselves strongly in favor of 
the adoption of this course in modern European ihstory. The chief difficulty 
seeming to be the lack of a text book that fully meets all the requirements of 
the situation. 

As regards the question of supplementary reading for the history courses, 
a lively discussion early in the season started a consensus of opinion that the 
various city high schools were not then satisfactorily equipped with the books 
required for the aforesaid reading, nor was it certain that they would be so 
equipped before the January examinations. Accordingly a letter was sent by 
the department, asking the Regents to make the question on required read- 
ings on the examination papers optional with the students, and not obligatory, 
until the said books could be placed in sufficient numbers where the students 
could have access to them. This request was not granted. 

FLORENCE L. BEEKMAN, Secretary. 
ANTOINETTE LAWRENCE, Chairman. 



THE H. S. T. A. BULLETIN 35 

MINUTES OF GENERAL. MEETING, NOVEMBER 9, 1912. 

The members of the High School Teachers' Association gathered at the 
High School of Commerce on November 9 for the first meeting of the year 
1912-1913. The minutes of the May meeting were read and adopted as read. 

President Morrey announced the time of the second meeting as December 7, 
when the principal speaker would be Superintendent Bardwell on the topic, 
"Greater Efficiency in the Classroom." The President called attention to the 
general subject of the work of last year. Principles of Scientific Management 
Applied to Efficiency in High Schools," stating that all activities had dealt with 
the ideals involved: that the discussions of the current year will deal with the 
practical application of these ideals. Speaking of the committees through which 
the work of the Associatio . is done, President Morrey suggested that the vari- 
ous chairmen communicate with the members of their committees, outlining 
work and asking for co-operation. 

Superintendent Stevens, the chief speaker of the morning, was then intro- 
duced. He took as his text John Fiske's phrase, "the lengthening period of 
infancy." He referred to the law requiring all children to remain in school 
until of age to go to work, thus increasing greatly the problem of the high 
schools. He stated emphatically that the high schools exist for all, without re- 
gard to mental calibre, their task involving the co-ordination of different races, 
of which fifty-two are reported as being represented and the maintenance of 
their position in spite of reluctant acceptance on the part of the community of 
Manhattan at least of their right of existence. (Stenographically reported by 
Mr. Horace G. Healey, and published in this Bulletin.) 

As no one representing the "Women's Association of High School Teachers 
was present to report for that body, Mr. Keener, President of the Men's Asso- 
ciation of High School Teachers, was the next speaker. He began by suggest- 
ing that the President use his prerogative of committee-making by appointing 
a special committee of all members present, each to bring to the next meeting 
two members beside himself. This suggestion was acted upon at once. Mr. 
Keener mentioned the subjects discussed in his Association. (These are given 
in full in the Bulletin of his Association. Address R. H. Keener, 510 West 
124th Street, New York City. 

The work of the grade-advisers was presented in an interesting paper by 
Miss H. Elizabeth Seelman, of Girls' High School. Mr. Bryan, of High School 
of Commerce, spoke for the First Assistants. Dr. Sullivan, Principal of Boys' 
High School for the Principals. Dr. Stevens closed the discussion with a wori 
of sympathy for democracy in the schools, but with the added statement that in 
spite of the best efforts in that direction, the constant tendency of a big organ- 
ization is towards centralization. 

(Miss Seelman's address found elsewhere in this Bulletin. The other ad- 
dresses in next Bulletin.) 

After a rising vote of thanks for the speakers, the meeting adjourned at 1:15. 
(Signed) AGNES CARR, 

Secretary. 



ADMINISTRATION FOR EFFICIENCY.— A D D R E S S BY 

ASSOCIATE SUPERINTENDENT EDWARD L. STEVENS. 

(Reported by Horace G. Healey, Association Stenographer.) 

Mr. Chairman : The remarks that I shall make on this occasion 
will be characterized, I hope, by breadth, but I also hope by neither 
length, nor thickness. I am glad to meet from time to time, as I 
have the opportunity and good fortune, the High School teachers 
of this city. I sometimes wish you might hold your meetings on 
some other day than Saturday; perhaps on Saturday afternoon, or 
Sunday morning, because then I would not be obliged to leave so 
many of your number waiting in the hall over at 59th street, antic- 
ipating my return. I begin to feel as if I were in a fatherly relation 
to a great many of you, because, as I look back on the lapse of years, I 
can recall sending in the appointments of about half or perhaps more 
than one-third of the High School teachers in this city. I have had 



36 THE H. S. T. A. BULLETIN 

the pleasure of rejoicing with you when you rejoiced, and of grieving 
with you when you grieved. I hope I have sympathized with you 
when sympathy was helpful. I have no doubt given admonition 
sometimes when admonition may have been unnecessary. With this 
assurance of interest based upon this long acquaintance, you will 
therefore accept my explanation and apology, if I say I have no ad- 
dress, as addresses are generally understood. But I shall speak to 
you freely, and I hope intelligently, concerning certain things which 
we, you and I, all of us, must bear in mind not only in the year to 
come, but in the years to follow. 

Once upon a time, a man named John Fiske, formulated a theory 
which is generally known as that of the lengthening period of infancy. 
I know of no people to whom this particular hypothesis or this par- 
ticular formula is of greater interest than to the High School teacher, 
because it is in the High School that we discover that this theory 
is probably true. There are certain things that go to prove it. One 
is the practice of the business world — the practice of the people 
here in this vicinity, where you and I live — who employ the 
boys and girls who come from our schools. We learn for example, 
that the New York Central Railroad does not care for apprentices 
under eighteen years of age. We know that most of the business 
houses do not care to employ boys and girls under sixteen. The 
time has come when the boy of ten, or the girl of eleven can no 
longer go to work. There is no opportunity for him or for her to 
labor. There is no demand for that particular kind or quality of 
work, which this boy or this girl at this particular age can , perform ; 
and this theory is also proven and demonstrated by the will of the 
people as it is formulated in statutes, and we discover that the boy 
or girl may not leave school before the age of sixteen, unless engaged 
in certain kinds or a certain character of employment. 

But I need not dwell upon this, because it is a matter known to 
all of you. The thought in my mind is this : that this condition has 
imposed upon us an entirely different duty from that which was im- 
posed upon the High School and High School teachers where you 
and I, in our generation, were prepared. We all can remember the 
time when the High School was a. college preparatory school; but, 
it is no longer a preparatory school, either in this city or in any other 
city. It is a school for the boy and the girl, who is sent to us during 
this longer period of infancy- — and this boy and this girl may be 
mediocre, dull or even stupid, but society in its wisdom has imposed 
this stupid, and this mediocre boy and girl upon us, and the care 
and the training and the education of such has become our duty and 
our obligation, just as much as the- preparation of the boy and girl 
who has brilliant intellectual development and gives great promise 
of future scholarship, whom we hope shall leave our doors and enter 
a higher institution. 

Now it is difficult for us, students of education, to realize this. 
It is far more difficult for the layman to realize this, and no wonder 
that if the layman does not recognize this great and remarkable 
change, he should from time to time criticise us for retardation, for 
High School mortality, for dropping back in classes, and for the 
failure of this pupil, and of that pupil or another. I think it may be 
safely stated that while we know that a great revulsion of feeling hap- 
pened here in the United States lately, which has resulted, I am told, 



THE H. S. T. A. BULLETIN 37 

in the election of a President— a great revulsion of feeling to the 
extent that a party which at one time seemed in absolute control of 
the nation can only exhibit eight electoral votes for its candidates- — 
there has been no general recognition, there has been no general 
sentiment exhibited in response to the proposition which I am so 
imperfectly endeavoring to submit to you ; namely, that the child of 
eleven or twelve, the child of sixteen or seventeen years of age, has 
become our care and we may no longer say, "you and you may come 
to our school," and to the rest "you must go to work." 

The time has come when we must accept this obligation; namely, 
that these people are our care, and for these boys and these girls of 
this particular age we must labor. 

What does this mean? It means an entirely new definition, an 
entirely new circum-scription, an entirely new frame-work for the 
secondary school. As I have said, it is no longer a college prepara- 
tory school ; my friends, it is no longer a school in which is taught 
only algebra or plain geometry or Latin or German or history. I 
think no greater service has been rendered by Stanley Hall than that 
in which he defies the High School as the school of adolescence. Let 
us begin to think about that. Let us begin to think about it and let 
us begin to make other people think about it, too. During the eight 
or nine years I have had the most intimate connection with the sec- 
ondary schools of this community there has been no greater care, there 
has no greater trouble come to me than the correction of the under- 
standing so usually common that the High School is not a High 
School for all. There has been no greater care, there has been no 
greater worry, there has been no greater difficulty than the criticism 
that has come to us, particularly to me, because the High School to- 
day is not doing what the college preparatory school of 1850 or i860 
or 1870 did. So I say the definition of a High School is entirely 
changed. Think of what an obligation and responsibility and what 
a duty this imposes upon us. The administration of a High School 
of this community, the direction and organization of its work, is 
made difficult because of this new condition of which I have spoken. 
It is also made difficult by the fact that in these schools are gathered 
the races of the world. I have told you on a previous occasion on 
this platform that in our schools there are 52 different races of the 
world represented, and this factor of difficulty is one which you and 
I may appreciate, but the layman has not yet begun to understand. 
The layman and the press have not yet begun to give us credit for 
teaching English as a foreign language. Yes, I mean that to many 
pupils of your schools the English language is as foreign as the 
imperfect knowledge of French or German, that I have, is to me. 

The third point to which I ask attention is this : that the admin- 
istration of the High School in this community is made difficult, be- 
cause of the reluctant acceptance by the community of the secondary 
school. Now when I say "reluctant acceptance," of course I make 
it with certain reservations. I am perfectly willing to state in confi- 
dence that that part of the city known as Brooklyn has accepted 
the High School as an appropriate institution for a great many 
years, but I am telling no secret, and I am betraying no confidence, 
when I tell you that by many hundreds and thousands of people in 
Manhattan and the Bronx, the High School is not yet accepted. No 
longer than last week a prominent citizen of this community said he 



38 THE H. S. T. A. BULLETIN 

believed that the High School should be a place where boys and girls 
whose parents were able to pay tuition might attend, but he did not 
believe in any appropriation for High Schools, neither did he believe 
in supplying free books or teachers in any of these places. I think 
that one of our duties is not only as I have said, to work in our schools 
along the lines I have indicated, but to build up sentiment. I wish 
that in the five or ten years to come, those of you who belong 
to clubs, those of you who are interested in Sunday Schools, or those 
of you who have means of forming public sentiment would bear this 
in mind. Do not go into your club, or Sunday School, and talk about 
this "lengthening period of infancy," because not many would know 
what you meant, but let us begin to try to have the people realize 
that our boys and girls on the average must go to school until they 
are fourteen or fifteen or sixteen or seventeen, and that the High 
School is not alone for the bright boy or girl, but for the boys and 
girls of all capacities. 

Now, my friends, it is common to state or to assert that the 
High School course is a course of four years. - It is, on paper. 
There are 50,000 pupils in the High Schools of this city to-day. For 
25,000 of the 50,000 the High School course will be of two years in 
length. I do not propose so long as I have anything to do with 
High Schools to recommend the establishment of two-year courses 
or three-year courses ; but I do intend to state, to admit, to confess, 
if you would have me, that the High School course for half of the 
pupils who attend in your class rooms is of two years in length, 
and it seems to me that we, all of us, must sit up and take notice. 
Nlot that we will advise a two-year course, not that we will pre- 
scribe a two-year course, but let us make the work of the first 
two years in High School of such character and quality that the 
boy or girl who leaves at the end of the two years will be pre- 
pared for something definite ; that there will be some definite and 
respectable work accomplished by the pupil at the end of that period. 
Not that I would want you to go into the school and class room and 
say we will give you a certificate at the end of two years, but let 
us have work so planned and of such quality and character that these 
25,000 of our pupils will have done something worth while. I want 
to have the two-year boy feel when he has left at the end of two 
years, he has done something worth his time ; that the three-year 
boy will feel at the end of three years he has accomplished some- 
thing. He must not feel that the whole time has been wasted or 
lost if he should be compelled to leave before reaching the final or 
ultimate goal. 

Therefore, do not repine ; therefore, do not complain ; therefore, 
do not resist or rebel, my friends, if because of your excellence as a 
teacher, your principal assigns you to classes of the first and second 
years : that is my exhortation to you. Do not feel that you have been 
demoted ; do not come to 59th street and complain and appeal, if 
your principal finds that because of your excellence and ability and 
success as a teacher you have been assigned to classes of the first 
and second, or perhaps, third year. Remember that the great test 
of work is quality and excellence and efficiency of service, and if, 
because of your excellence and capacity and ability as a teacher you 
can be of great service, of great help, of great inspiration to this 



THE H. S. T. A. BULLETIN 39 

body, 50 per cent in number of all our pupils, be glad to have the 
opportunity to serve and to serve so abundantly. 

It was my privilege last spring to speak to you from this plat- 
form concerning the statute which became a law in January and 
familiarly known as the "Equal Pay Law". Some of you have dis- 
covered how it operates. I do not expect it will be repealed very 
quickly. We discovered some years ago there were discrepancies 
and improper clauses in the "Davis Law", but twelve years elapsed 
before that law was amended or repealed. I doubt very much if 
the present salary law will be amended, repealed or changed very 
materiallv in the next ten years, and you and I will live under it. 

I do not know of anything that has appealed to me more than 
the fact that this law has distinctly accelerated — if I may use that 
term — it has accelerated, or accentuated endeavor on the part of a 
large number of teachers. And it has led me to the belief that the 
key-note of the situation now, particularly in our High Schools, is 
the organization, the more efficient organizatino, of the departments 
of instruction. We cannot expect a principal who has one hundred 
teachers to know much about history and other subjects in our 
course. We cannot expect him to know much about modern lan- 
guages, although he may have been excellent and very superior 
in his particular line of work as a teacher. It frequently happens 
that colonels of regiments forget the tactics, in what we call the 
school of the soldier, and we cannot expect a man who has charge 
of several thousand children to keep in mind the details which are 
necessary for proficient instruction in every subject in the corricu- 
lum. For a good many years the first assistant was regarded as a 
salary grade. In Brooklyn prior to the consolidation, there were 
"heads of departments." The two positions were consolidated in 
the "Davis Law," and the first assistant while retaining that title, 
has become "head of the department." 

The first assistant, while he may retain that title, is going to be- 
come "head of department." The organization of the work for in- 
stance in classical languages or mathematics is going to depend in 
a large school very largely upon the ability, the skill, the capacity 
and the advice of the head of department. The head of department 
needs certain qualities. He needs scholarship — sufficient — not too 
much. The head of department needs to have a sense of proportion. 
I do not need to dwell on that ; it means that you must be as wise 
as a serpent in dealing with people ; it means that you must talk to 
a man one way and to a woman another way. We all know that. 

All of you good people who took the last examination, if you are 
to be successful administrative heads of departments, if you are to 
have charge of, direction of, and care of other people, cultivate this 
faculty. To some people you can say "close that door", to others, 
"will you please close the door". And so I talk to you about this 
matter, for some of you may have trouble and you may want me 
to help you. 

The principal of a High School once came to me and said, "I 
want to have you take this teacher out of my school, she is no good ; 
she cannot teach at all." I said, "How long has she been there?" 
He said, "Two years." I said to him, "Do you know that that teach- 
er has as much right to stay in your school as you have?" Now I 
said to him, "My dear sir, do you know what you are there in that 



40 THE H. S. T. A. BULLETIN 

school for?" He said, "What?" I said, "You are there to make 
good teachers out of poor ones ; to make strong teachers out of weak 
ones, to make efficient teachers out of inefficient ones." 

Now as I have said, the colonel of a regiment cannot help to for- 
get the tactics in the school of the soldier, and these great schools 
we have in this community are too large, I regret to say, are too 
large for one individual to direct, but the duty remains nevertheless, 
that the poor teachers must be made good ones, and this duty is com- 
ing to fall more and more upon the heads of the departments. I 
hope the time will come when they do not need to teach so many 
periods as they do now — eighteen, twenty or twenty-four a day. 

As to equipment, adequate equipment is a necessary thing. But 
remember the story told of Mark Hopkins, by James A. Garfield, 
that, "Mark Hopkins on one end of a bench, and a boy on the other, 
made a university." That is true of a college, and it is equally true 
of schools; but my friends, I do not want to have you forget in your 
effort to train the dull, the stupid and mediocre pupil, to have you 
forget the bright pupils. It seems to me, the point of attack in the 
secondary education of to-day is the conduct of the recitation. That 
is one on which our elementary school friends attack us very fre- 
quently, and perhaps with more reason, because the High School 
teacher as much as the College teacher is all too much in the habit 
of making the recitation period, the class period, a period for question 
and answer. Do you know what a lady investigator found in our 
schools as she went about with a stenographic note book in her hand? 
She found in certain class rooms that, of the entire time given to the 
recitation, forty-five minutes of the sixty were occupied by the talk- 
ing of the teacher, and that twenty minutes of the time was devoted 
to answers by the pupils. I am compelled to believe that we talk 
altogether too much. 

Of course, you may, if you wish to do so, adopt the lecture 
method. It was my privilege to attend not long ago some sessions in 
a medical college. I found that the physician devoted his entire time 
to the reading of notes which he had prepared for the purposes of 
the lecture, but the pupils were reading newspapers carefully folded 
and inserted in their note books. They knew that one of their num- 
ber was taking notes and that he would manifold and supply them at 
three dollars each. How many of us have availed ourselves of the 
lists of questions usually to be found at the end of the lesson, es- 
pecially in the older text books? Take for instance, geography and 
the lesson on South America. It was the finest thing in the world 
for the teacher, for he could turn to them and the pupils were ex- 
pected to prepare their answers on those questions. Let us discover 
what the recitation is really for and what we can make out of it. 

I recognize that this talk has been somewhat desultory — it has 
covered a number of subjects. I congratulate you on your oppor- 
tunity for work, and I give you my best wishes that your work for 
the coming year may be efficient, that your hours may be happy, ff 
there is any way that I may serve you in your schools. I shall be 
glad to do so. 

HOW THE GRADE-ADVISER CAN PROMOTE HIGH SCHOOL EFFICIENCY. 
By Miss Miss H. Elizabeth Seelman, of Girls' High School. 
The honor of a place in this morning's program I owe not to any broad 
knowledge of the subject assigned me, but rather to a trap into which I unwit- 



THE H. S. T. A. BULLETIN 41 

tingly fell in conversation with President Morrey less than two weeks ago. 
My inability to acquire any wisdom since that time must be my apology for 
using, as the basis of my remarks, my own experience as grade adviser in the 
Girls' High School. I have written them down to save time, as I've had no 
experience with boys. What I have to say is of necessity deduced from my 
experience with girls. 

I take it that the happy adjustment of the social life within the school to 
the more serious business of study is a problem common to all schools, but 
especially to girls' schools. Art, literary and debating clubs furnish social 
life to but a limited number. How are we to do for the majority not represented 
in these smaller circles, or how are we to keep these small groups from cut- 
ting themselves off socially from the larger whole? Out of this need for social 
reorganization after the abolition of school fraternities grew up the system 
of grade advisership in the Girls' High, but, strange to say, its immediate in- 
stitution thre°e years ago originated in an attempt to bind the Alumnae more 
closely to the school. 

Alumnae did not return in large numbers on the evening set apart yearly 
for their reception. We learned, upon casual investigation, that a girl might 
attend the first year, but, failing to find the class-mates she sought, she spent 
a lonely evening and the following year remained away. To meet this situation, 
the Principal called together some of the old graduates of the school who had 
returned to the teaching force, discussed the matter with them, and concluded 
by appointing them advisers of respective grades. As such, the teacher was 
to organize the division to which she was assigned, look after its class meetings, 
guide it through parliamentary conflicts and presidential contests, be to the 
girls individually and to the division as a whole a general help in time of 
trouble, and share their fortunes and misfortunes, from grade to grade, right 
down to graduation and beyond. The beyond, you see, takes us back to our 
Alumnae problem, for the grade adviser keeps in touch with the girls after 
graduation, arranges for their reunions, and is present Alumnae evening to 
gather them together as of old. Thus, does she justify her existence. 

Her contact, however, with these several hundred girls has led her a-field 
from the very beginning. She finds that she must take note of and guide the 
emotions of the growing girl into wholesome channels, or, as Jane Addams 
writes from her deep experience, the girl will have recourse to the more dan- 
gerous pleasures of the world outside. As I have suggested, the problem of 
grade recreation comes within the range of the adviser. She must help the girls 
to a normal democratic social life to supplant the old narrow fraternity clique. 
In the G. H. S. each grade is allowed three "large"' affairs a term outside of 
school hours. These take the form of dances, salmagundi parties, theatre 
matinees and other amusements of a social nature. In addition to this, each 
grade in turn or in combination with another, is privileged to use the gym- 
nasium one noon-period a week. The program of the grade-adviser is so ar- 
ranged that she may be with her girls during this noon period. This is her 
opportunity of getting better acquainted with the individual girl and of talking 
over matters in general. At such a period earlier this term, my 3A girls 
evolved with me a scheme for raising money to help the Students' Aid Fund 
of the school. We put the scheme into operation this week. The girls are 
enjoying the work and fun together and at the same time learning the meaning 
of service. The grade adviser may in time help in the solution of the high 
school "mortality" problem. A new regulation in the G. H. S. requires that 
every girl who contemplates leaving school shall first confer with her grade- 
adviser. Last term, an impulsive, big-hearted little girl came to bid me good- 
bye. She had been conditioned in geometry. Summer was at hand, her father 
could use her in his store, and she was going to leave school to help him. We 
talked the matter over and I found that the condition was due to a shiftless 
method of home-study. We schemed out a plan to correct the same, she applied 
herself to geometry during the summer and passed off her condition in Sep- 
tember. She is happy in this term's work, reports to me once a week after 
school, and together we confer most profitably on matters at home and in 
school. Her case is but one of several of a like nature. 

The problem of the girl who does not contemplate leaving school, fcut who 
has difficulties of another kind also comes within the range of the grade- 
adviser for solution. The other day a girl of good scholarship, sense, and dig- 
nity, who had been honored by her class-mates in various ways, asked if she 
might drop in to see me after school. The poor girl was tired of being dubbed 



42 THE H. S. T. A. BULLETIN 

trustworthy and dignified. She wished she were stupid like Grace Hunt who 
wasn't afraid to talk and walk in friendly fashion with Miss James. With 
the memory of my own girlhood in the same school, though somewhat past, 
still vivid, I suggested an hour's walk with a particular teacher one sunshiny 
afternoon. The way was easy, other walks are to follow, and that disheartened 
maiden now simply radiates happiness. 

The gradeadviser has an opportunity, too, to extend her province into 
effective vocational guidance. A word in the class-room about the opportunities 
open to women and the need for a wise choice sets a class thinking to such an 
extent that for weeks afterward an adviser's time after school for other things 
is at a premium. If I but had the time, I could unfold many a tale in this 
connection. 

Again, in the G. H. S. we are working out a co-operative student govern- 
ment organization. The grade-adviser belongs in an advisory capacity to the 
faculty board. It is easy to realize how her interest, her enthusiasm, and her 
knowledge of individual girls may relate her helpfully to this school or- 
ganization that tends by supplanting the old police system of discipline to de- 
velop responsibility and moral courage. Further, in the Arista — the Phi Beta 
Kappa as it were of the high school — her first hand knowledge of the girls 
in her division lends weight to a fair choice of honor girls. 

As the adviser moves on with her students from grade to grade, she is 
graduated a-new with them, for it is her's to help plan their class-day and 
commencement. Thus she supplants the functionary of old who must have 
spent many weary nights in trying, term after term, to evolve something orig- 
inal for each new occasion. In this way a different teacher is responsible each 
term with the Principal for these final functions, but a teacher who by this 
time ought to know her girls and how to use them. 

Thus, the grade-adviser in a large high school may become a link between 
the necessary impersonal organization and the live girl. She does not supplant 
the class-teacher, for there is still need of all the personal interest the class- 
teacher can take, but whereas the latter works with a small group, she welds 
these groups into a social whole. She might further be likened to the "Big 
Sister" of the juvenile court probation movement, obviously, however, working 
with a law-abiding group, but coming in contact with them in the same help- 
ful, motherly spirit. This, too, the class-teacher may do, but very often a girl, 
realizing how well her class-teacher seems to know her, naturally turns to a 
friendly intimate, just as the child will talk more freely to one outside the 
home. 

I believe myself that the office of grade-adviser should be separate from 
any formal discipline or program-making functions. These, it seems to me, 
should be lodged in separate class-teachers or other officials. 

The class-adviser in the Girls' High School has an official class and as 
full a teaching program as any other teacher. Her work with the girls is in 
excess of her regular classes. Herein lies a great limitation, for though she 
tries to accomplish something of what she seeks to do, how much more might 
she do if she were privileged to have some time for conferences with the individ- 
ual girl in school hours? 

In conclusion, let me say that I have avoided mentioning the reaction on 
the teacher of all this inspiring intercourse with the girls, for it does not seem 
to belong to the reorganization phase of the subject; but I should like to add 
that a Principal must be blind, indeed, who does not see how such personal 
contact with growing girls serves, unconsciously it may be, to reorganize most 
helpfully the growing teacher. 



METHODS OF TESTING SCHOOL EFFICIENCY.— An address 
before the High School Teachers' Association by PROF. 
CHARGES H. JUiDD, Director of School of Education, Univer- 
sity of Chicago. 

Dr. Judd claimed that percentages are unreliable as a basis of 
comparisons, and that the relative standing, or his positional rank of 
a student in his class is a much more reliable and constant quantity. 

Some of the charts showed the differences in marks given in dif- 
ferent departments in the same school, in different years in the same 
department, and by different teachers in the same department. In 



THE H. S. T. A. BULLETIN 43 

the English department in one or two schools there has been a great 
tendency to grade the students just a little above passing, very few 
students receiving high marks, and very few receiving penalizing 
marks. This practice was contrasted with that of some other depart- 
ments in which ther was a normal distribution, a question was raised 
as to the cause of the disturbing factors, and in many cases these 
causes were ascertainable. 

Professor Judd emphasized the idea that deductions drawn from 
such statistics were to be regarded not as conclusive, but as raising; 
fruitful subjects for inquiry. 

A set of charts showed how many students from the highest third' 
of a lower school maintained their rank in the highest third of an" 
upper school, and how many dropped to the middle third, and how 
many to the lowest third ; and, similarly, how many from the middle 
third maintained that rank or went up or down ; and similarly for the 
lowest third. This method of comparing the rank of students as they 
pass from one institution to another is to be used in the Middle West 
in the attempt to establish objective standards for measuring the 
efficiency both of the various high schools and of the colleges, and of 
studying out problems of articulation both of the institutions them- 
selves and of the various departments in the lower and higher institu- 
tions. 

Students in the middle and even lowest divisions in the elemen- 
tary schools occasionally awoke later on and secured a better rank in 
high school and college. One chart showed the progress of 158 
students who went from the elementary school through the high school 
and college. He claims that this method of study seems more satis- 
factory than reports dealing only with failures; a school receiving 
students from the highest third of a lower school is not discharging 
its duty when those students maintain merely a passing mark ; on the 
other hand, a student coming up from a lower school, from the lowest 
third of his class, and maintaining a pasing mark in the higher 
school, is doing well. 

Professor Judd urged the desirability of keeping careful records 
of the positional rank of students as they go from one school to an- 
other, extending over a series of- years, carefully analyzed and avail- 
able to those engaged in the work in the various schools. 

THE REPORT OF CHAIRMAN OP THE COMMITTEE ON 

SCIENTIFIC MANAGEMENT (EFFICIENCY). 

[This report expresses the personal opinions of Dr. Fitzpatrick. 
It was never submitted to all the members of his committe.] 

PART I. 

THE WORK OF THE COMMITTEE TO DATE. 

THE SUB-COMMITTEE. 

President Morrey appointed Committee on Scientific Manage- 
ment (Efficiency) in January (?), 1912. Soon thereafter the follow- 
ing sub-committees were appointed by the Chairman, and attempts 
were made to secure chairmen for other committees: 

Superior Merit — The Chairman, Edward A. Fitzpatrick. 

Stenography — Edw. J. McNamara, Jamaica. 

Typewriting—David H. O'Keefe, Jamaica. 



44 THE H. S. T. A. BULLETIN 

Supplies — Alex. L. Pugh, Commerce. 

Supervision — Mary J. Bourne, Morris. 

Cost of High School Education — Sieste Koopman, Commerce. 

Visiting Schools — The Chairman, Edward H. Fitzpatrick. 

Relation of High and Elementary Schools — 

Relation of Day and Evening High Schools— 

Program-Making — Henry B. Penhollow, De Witt Clinton. 

THE PROPOSED UNION OF THE EFFICIENCY AND 
STANDARDIZATION COMMITTEES. 

This committee was planning an investigation into various 
phases of the business side of school administration, and such topics 
as assignment of teachers. But upon learning of the appointment 
of the Standardization Committee, this work was stopped. 

Standardization being the culmination of the series of Efficiency 
investigations, ought to be made the work of a sub-committee of the 
Efficiency Committee itself. Such a union of the committees is recom- 
mended. 

THE REPORT ON SUPERIOR MERIT. 
The Efficiency Committee submitted to the representatives a 
report on Superior Merit, which was tabled. 

THE METHOD OF ATTACKING PROBLEMS WHEN INVES- 
TIGATING COURSES OF STUDY. 

I have asked Mr. McNamara to prepare report on series of the 
problems proposed by the Chairman and others, which he has solved 
in his stenography report, stating the problem and the method of at- 
tack which brought solution. 

HIGH SCHOOL LIBRARIES. 
In answer to a series of questions proposed by the Chairman 
of this committee, Miss Mary E. Hall, librarian in the Girls' Fligh 
School, Brooklyn, and Chairman of the Committee on High School 
Libraries of the National Education Association, prepared an excel- 
lent report from the viewpoint of a high school librarian. We have 
asked Mr. Hill or the Brooklyn Public Library to place at our dis- 
posal his report on the "Co-operation between the Public Libraries 
and the Public Schools," read at the conference of Outside Agencies 
at the Colony Club on Friday. May, 1912. As yet we have not heard 
from Mr. Hill. 

It is recommended that the report be printed in full for pur- 
poses of discussing. 

NEW SUB-COMMITTEES. 
The following new sub-committees should be appointed: 
1. O'n general organization of schools. 



Relation to colleges. 

For each of the subjects taught in the high schools. 

A special publicity committee. 

; n the hygienic aspects of secondary education. 

On co-operation with outside agencies. 

Adequate system of reporting. 

Esprit-d'corps in the system. 

The high school library. 



THE H. S. T. A. BULLETIN 45 

THE STENOGRAPHY REPORT. 

A preliminary report on Stenography will be ready for pub- 
lication by June 30. The report is worthy of publication. The re- 
port on Typewriting may be ready by June 30, 1912. 

THE REPORT ON VISITING. 

Superintendent Stevens placed at the disposal of the committed 
the reports of visits to school written by the teachers in accordance 
with the by-laws. These reports were classified by subjects by Mr. 
McNamara of the Jamaica High School. These reports are being 
assigned to various teachers of the subjects for comment and report. 
Miss Nellie P. Hewins of Newtown, Mr. Norton of Bushwick, Mr. 
McNamara and Mr. O'Keefe of Jamaica have agreed to read the 
reports in their subjects. The others will be assigned by June 1. 

THE INVESTIGATION OF RATINGS. 

An investigation into the ratings of teachers was planned but 
was not permitted by the Board of Representatives. 

OUTSIDE CO-OPERATION. 

The Chairman of the committee has submitted to the President, 
apropos of the Committee on co-operation the report of the Bureau of 
Municipal Research with this subject, and recommended a new stand- 
ing committee for this work. He has also suggested a conference with 
other teacher associations to secure a clearing-house for the expres- 
sion of school needs as the teacher sees them. 

PART II. 

In accordance with the request of President Morrey, the plans 
•of the Efficiency Committee for the next year are stated : 

I. PUBLICITY. 

The question of publicity was discussed at the last meeting of 
the committee, and there was a unanimous spontaneous opinion in 
favor of it. No committee such as this can succeed unless it secures 
the active co-operation of the teaching staff generally. The easiest 
and most economical way of securing this co-operation is through 
the columns of the newspapers. The question is not merely a ques- 
tion of publicity but of the success of the work itself. "Ye shall know 
the truth and the truth shall make you free." 

II. "FOLLOW-UP" OF THE HAN-US REPORT. 

Probably the most important work of the committee during the 
next year — and its great opportunity — is the follow-up" of the rec- 
ommendations of the Hanus Report. Though the teachers could 
arrange to have conferences with the experts who prepared the re- 
ports, nevertheless, it must be done without such conference, though 
there is liability to misunderstanding. The work of the committee 
will be to commend and perhaps to condemn. It should sharply dis- 
tinguish between the facts and the inferences from those facts. It 
will seek to determine how far the recommendations meet the situa- 
tions revealed by the facts. It will mark the omission of important 
problems, or the merely theoretical discussion of them, as well as 



46 THE H. S. T. A. BULLETIN 

the more important discovery of new problems by the investigators. 
If the results of the investigation are valuable, then the methods by 
which the results were derived should be fruitful of suggestion for 
the Efficiency Committee in its own work. 

III. "FOLLOW-UP" OF THE REPORT OF THE CITY 
SUPERINTENDENT. 

Another valuable source for the location of problems is the re- 
port of the City Superintendent of Schools. A number of problems 
are suggested in the last report. 

FOLLOW-UP OF THE WORK OF THE ORGANIZATION 

ITSELF. 

The follow-up idea points to a serious deficiency in the work of 
the organization itself. It is spending considerable time, energy and 
money on the preparation and publication of reports without any 
adequate system of "follow-up." What avails it to point out desir- 
able improvements without an adequate effort to put these improve- 
ments into effect or to create a public opinion to compel such recon- 
struction as is desirable. As an illustration, take the report of the 
Committee on Revision of the High School Course of Study. 

In his introduction to the report, the Chairman of the commit- 
tee, Dr. Walter H. Eddy of the High School of Commerce, says : 

"It must be made .clear that the problem from the start was purely 
an academic one, and not an attempt to revise existing courses ac- 
tively, except as the results of our research might influence local 
authorities in their decisions concerning courses of study." 

It is almost naive to assume that local authorities will accept sug- 
gestions that are merely printed in reports. Unless there is a vig- 
orous publicity campaign in support of the new propositions, there 
is little likelihood of local authorities anywhere (and local school 
authorities are especially conservative) accepting them, unless the 
authorities themselves are nominally responsible for them. 

Take another illustration. The Biology Section of the High 
School Teachers' Association made a report in 1907 and again in 
1909 for the creation of a new position : laboratory helper. This posi- 
tion was distinct from the positon of junior teacher. The incumbent 
was not in trainng for the positon of teacher. The report was an 
excellent one : its facts were pertinent and its reasoning cogent. But 
what was the result. It was submitted to the authorities and "filed," 
and there it rests. Is that efficiency? 

Probably the only real argument against the adoption of a system 
of "follow-up" is the fear of candidates for promotion or election to 
a higher position that they will thus arouse the enmity of the authori- 
ties on whom their election or promotion depends. There is no 
doubt that such fear is general among the candidates, and there is 
some foundation for it. But there are many persons in authority in 
our school system who not only tolerate but encourage independence 
of thought and action, and personally I have always been under the 
supervision of such persons. I dislike to think that my case is ex- 
ceptional. 

I trust that the Efficiency Committee will be more successful, in 
every way next year, especially in stimulating the interest of all the 
high school teachers in the problems of the high school. 
Respectfully submitted, 
(Signed) EDWARD A. FITZPATRICK. 



THE H. S. T. A. BULLETIN 47 

NOTES OF DEPARTMENT MEETING ON EFFICIENCY. 

The topic assigned for the conference was: "To what extent can the principles of 
scientific management be applied in the work of the Department of Biology?" (Morris High 
School, March 6, 1911.) 

The following general characteristics of "Scientific Management" were suggested by 
members of the department: 

1. Conservation of individual energy through co-operation with a minimum of friction. 

2. Elimination of unnecessary effort. 

3. Use of time-saving devices. 

4. Well defined plan — head saving the heels. 

The application of these principles to class recitations and laboratory work was then 
discussed as follows: 

ABSTRACT OF MRS. PINGREY'S PAPER. 

A. Purpose or object of "Scientific Management." 

1. To increase the efficiency of the laborer, i. e., the pupil. 

2. To increase quality of product, i. e., the pupil. 

3. Thereby to increase the amount of output and the value to the capitalist. 

B. Comparisons between schools and mercantile establishments: 

1. The teacher obviously corresponds to planning department, superintendent, 
manager of a factory. 

2. The elements in the enterprise (the workman, the raw material, and the finished 
product) are combined in the pupil. The other elements (tools, etc.), are the 
text-books, charts, and apparatus. 

C. The teacher should study and know thoroughly all these materials. 

D. The final responsibility must be put on the pupil, and he should be trained and 
made to feel this responsibility. The teacher's system of grading a pupil helps him to realize 
the amount of his progress. 

E. Difficulties in the way of making exact applications of scientific principles: 

1. So many different elements are combined in one (('. e., the pupil). 

2. The raw material (pupil) is affected by so many outside conditions. 

3. Poor raw material cannot be exchanged for good. 

4. Teacher never sees or deals with a finished product. 

ABSTRACT OF MISS MERCHANT'S PAPER. 
A. Parallels. The output is the student. What, therefore, are the methods that will 
develop a desirable product? What will develop quality in pupils, i. e., skill, grasp of 
subject, and power of accomplishment. Quantity, also, an aim. 

B. Means. Printed outlines, seating plans of classes, recitation cards, attendance 
sheets, and other devices are labor saving, and hence aids. Lessons should be definitely 
assigned. Pictures, reference books are aids in fixing facts. Perfected business methods 
mean that better quality of work should be obtained with less expenditure of energy. 

ABSTRACT OF MR. MANN'S PAPER. 

A. Material different from that used by artist or artisan, in that "education is a 
mental process" and therefore we are working for mental improvement. Teachers should not 
be discouraged if they do not bring all members of a class to same level. If individual 
cases are improved in a relative degree, improvement should be regarded as generally satis- 
factory to all concerned; i. e., the character of each pupil should be higher than it was before. 

B. The relationship between the teacher and the pupil is all important, if the product 
is to have a high standard. Joyous co-operation of teacher with pupils at all times, and 
the creating of a healthful atmosphere should be the aim. 

C. Aids in applying the principles of "Scientific Management": 

1. The problem of discipline for the term should be solved during the first two weeks. 
An extra amount of energy specifically applied early saves constant drain of 
energy later. Mutual understanding with firmness clears the atmosphere. 

2. Use boys and girls for errands and mechanical work wherever and whenever 
possible, without interfering with definite program of student. Have student moni- 
tors for passing paper, pencils and materials, for stamping note-books, for helping 
in various duties of the school. Pupils are always pleased to help and the respon- 
sibility is always good. 

3. Short, quantitative examinations can often be given and the papers handed back to 
other students to be corrected by them under teacher's supervision. 

The discussion is to be continued at the next meeting. 
Paul B. Mann, Secretary. 

James E. Peabody, Chairman. 



48 THE H. S. T. A. BULLETIN 

EFFICIENCY THROUGH PUPIL CO-OPERATION. 

(As Posted) 
PUPILS IN CHARGE OF 2K, ROOM 413. 

Representative of The General Organization: Miss Bloss (also order at recess). 

Class Representative: Miss Luhrs (daily report, order at recess and in absence 
of teacher, etc.). 

Vice-Representative: Miss Mahler (order at recess, also all duties of Class 
Representative in her absence). 

Leader in Fire Drill: Miss Rohde (to lead and hold line). 

Leader in Setting-up Exercises: Miss Steeg. 

Substitute Leader: Miss Rohde (in Miss Steg's absence). 

Girls that erase boards at close of periods : Miss Specht, Miss Rohde. 

Ventilation: Jacob Weber (to see that windows are opened at top). 

Wardrobe Doors: Miss Beer (to see that doors are kept closed). 

Front Closet Door: Miss Hallote (to see that door is kept closed). 

Song Books: Miss Saladino (to distribute them and see that none are lost). 

Uncovered Books and Scissors: Miss Horr (to confiscate and lock up all 
books found uncovered, until paper be brough to cover them; also to see that scissors 
are. returned to' teacher's desk ) . 

Ink Wells: Miss Spengler (to see that they are kept filled). 

Erasers, Chalk, etc. : Jacob Weber. 

Every pupil is responsible for the condition or floor around his or her desk, 
also for the turning up of his or her seat at the close of school. Care taken in both 
these matters will make the task of the Janitress a much easier one. 

MISS MANFRED, Prefect. 
Term beginning September 11, 1911. 

REPORT OF CONSULTATION COMMITTEE OF SIXTY. 
HIGH SCHOOL TEACHERS' ASSOCIATION, 

To the Committee on School Inquiry: 

In accordance with your request, we submit Irerewith a statement of our 
recommendations concerning the "General Course" of study for the high schools 
of New York City: 

1. We commend to your consideration the detail suggestions contained 
in the final report of the "Committee on the Revision of the High School Course 
of Study" (Dr. W. H. Eddy, High School of Commerce, Chairman), as 
contained in the Year Book for 1910-1911, just issued. This report is the 
result of three years of careful study by a large committee of our Association. 

2. REQUIREMENTS FOR GRADUATION. We recommend 
that the requirements for graduation be substantially those contained in the report 
of the Committee of Nine of the National Education Asso*iatk>n, including the 
recommendation contained in the supplementary part of said report. 

3. FLEXIBILITY. We recommend that far great flexibility be intro- 
duced into the general course. To this end we recommend that no subjects now 
given be eliminated and that the following subjects be introduced as electives: 
Introductory Social Science, Economics, Manual Training, Commercial Sub- 
jects, Household Economics, Theory of Music, Elements of Engineering, 
Advanced Drawing, and, in general, under proper restriction, such other subjects 
as may be demanded by a reasonable number of students, and for which there 
are qualified teachers in the school. 

We further recommend that the subjects introduced shall be made equiva- 
lent in intensity and in amount of work required, to that required in the other 
subjects in the general course. 

4. INTENSITY. We concur in general with the present tendency in 
educational theory favoring greater concentration upon fewer high school sub- 
jects. At present many of our students are required to carry six or more sub- 
jects at once. This leads to distraction, superficiality, and the violation of many 
principles of "efficiency." Among the objections to fragmentary courses occur- 
ring two or three periods per week, we would mention: 



THE H. S. T. A. BULLETIN 49 

( 1 ) Personal contact of teacher and pupil is very superficial. 

(2) Excessive strain is imposed on teacher by reason of the large number 
of different students with whom the teacher must become acquainted, 
and this strain is not sufficiently recognized in the assignment of 
work to teachers. 

(3) Programs are very complicated and often impossible, and the 
equalization of classes is retarded or prevented. 

(4) Clerical work is increased. 

(5) Discipline is weakened. 

To obviate the above difficulties, it is sometimes proposed to adopt a 
FOUR SUBJECT PLAN whereby each student would take only four sub- 
jects each term and each subject would occur each day in single prepared or 
double unprepared periods, or a combination of the two. This plan would over- 
come all of the foregoing difficulties. It is substantially the plan in practice in 
many of the best high schools of the United States. It makes possible the offer- 
ing of many electives without entailing as much difficulty as is found under our 
present heterogeneous time allotment. But serious difficulties would arise under 
this four subject plan, for one subject must be English, and a second subject for 
most students would be a foreign language, thus restricting a student to the 
choice of two subjects from Mathematics, History, Science, Mechanic Arts, 
Commercial Branches, and Household Economics. All but two of these sub- 
jects would have to be omitted from each student's program, or one subject 
taken one year and one subject another, thus breaking continuity. Among these 
subjects, Mathematics and Science would be given most of the field, History 
would suffer, and the election of Mechanic Arts, Commercial Branches, and 
Household Economics would be unduly discouraged. 

There is, however, a practical means of escape, namely, the adoption of a 
FIVE-SUBJECT PLAN, whereby each student would take five subjects and 
each subject would be allotted four hours of prepared work or a correspondingly 
larger number of hours where part or all of the work is unprepared. Under 
this plan the student who takes a vocational subject would also take four aca- 
demic subjects. A larger number of subjects would then occur in uninterrupted 
sequences. Moreover, a student deciding to specialize in vocational work, could 
then take two-fifths of his work vocational and still keep three academic subjects. 
The five subject plan with 32 periods in the week permits more flexibility in 
the program than can be secured in the four subject plan with 30 periods in 
the week. The double laboratory period is less obstructive under the five subject 
plan than under the four subject plan. 

WE THEREFORE RECOMMEND THE FIVE SUBJECT PLAN. 

5. FIRST YEAR SUBJECTS. We recommend that students of the 
first year be required to take: No. of Periods. 

(1) English 4 prepared 

(2) Introductory Social Science 4 prepared 

This course should include: Local Government, Local 
Industries, Study of Vocations, and Current Topics. This 
course should make specifically for good citizenship, assist 
the student when he comes to select a vocation, and empha- 
size the value of a thorough schooling. 

and be allowed to choose three of the following: 

(3) Introductory Natural Science, based largely on Biology 4 prepared 

(4) Algebra 4 prepared 

(5) Latin or a Modern Language 4 prepared 

(6) Household Economics (for girls), including Freehand Draw- 

ing as applied to the decoration of the home — equivalent 4 prepared 

(7) Mechanic Arts (for boys), including Shopwork, supplemented 

by recitation and Mechanical and Freehand Drawing — 

8 unprepared (or equivalent in prepared and unprepared) 



5 o THE H. S. T. A. BULLETIN 

(8) Commercial Subjects (for boys and girls), including Freehand 

Drawing as related to commercial interests — 8 unprepared or equivale 

The committee recommends that the student be advised to elect Intro- 
ductory Natural Science. 

In addition to the above all students should be required to take two periods 
of Physical Training, one period of Music, and one period of Oral English. 

Students not taking either (6) Household Economics or (8) Commercial 
Subjects, should probably be required to take two periods of general Free-Hand 
Drawing. 

If this plan is adopted and the number of hours in first-year English, Alge- 
bra, and Foreign Language is reduced from 5 to 4, of course it would be neces- 
sary that the amount of wok required of students in each of these subjects in 
the first year, should also be materially reduced. 

6. SECOND, THIRD AND FOURTH YEAR SUBJECTS. 
English should be required throughout the course, four periods per week. In 
the last year students taking Commercial Electives might well be offered an 
alternative course in Commercial English. Four years of work should be offered 
in each of the following: 

(1) Latin and German. 

(2) Mathematics. Surveying or the Elements of Engineering should be offered with 
ample opportunity for field practice and office computations. 

(3) Natural Science, including electives in Physics two years, Chemistry, Physio- 
graphy, Agricultural Science and Household Chemistry for Girls. 

(4) Social Science, including History of last 150 years, History up to last 150 years, 
American History and Civics, Economics. 

(5) Mechanic Arts (including Shopwork, supplemented by recitations and lectures) 
and Mechanical and Freehand Drawing. In this department opportunity should be offered 
in the last two years for special students to take double the usual amount of Mechanic Arts. 

(6) Household Economics, including recitations on Household Accounts, Purchasing 
and Dietetics; and Freehand Drawing and Art Appreciation as applied to the decoration 
of the home. 

(7) Stenography, Typewriting, Bookkeeping, Office Practice, Salesmanship, Adver- 
tising, Accountancy, etc. 

In addition, electives should be offered in Advanced Drawing and in the Theory of 
Music. 

CLARENCE D. KINGSLEY, Chairman 

Conference Committee on Course of Study. 

The preliminary report was read to the Board of Representatives February 27, 
revised by Sub-Committee appointed to draw up recommendations, and finally amended and 
adopted by the Committee March 5, 1912. 

Bay Ridge — Mabel R. Benway. 

Boys — E. W. Weaver, Charles E. Oberholser. 

Bryant — Carolyn P. Swett, Mary Elizabeth Reid. 

Busht>ic1i — Mary P. Green, Josephine A. Dempsey, Geo. W. Norton, Etta E. South- 
well and W. T. Morrey. 

Commercial — Edwin A. Bolger, Benj. C. Gruenberg. 

Commerce — Edwin A. Fitzpatrick, Alexander L. Pugh, Benj. A. Heydrick, Walter G. 
Eddy, Horace G. Healey. 

Curtis — James Shipley, Mabel G. Burdick. 

De Witt Clinton — Aaron I. Dotey, Ellen E. Garrigues, Donald C. MacLaren, Fayette 
E. Moyer. 

Eastern District — Frederick H. Paine, Minnie K. Pinch. 

Erasmus Hall — Charles R. Fay, Kate E. Turner, Preston C. Farrer, John B. Stocker. 

Far Rocfyaway — Eldon M. Van Dusen. 

Flushing — Paul R. Jenks, Frank H. Miller. 

Cirls — Loring B. Mullen, H. Elizabeth Seelman, M. Ellen Barker. 

Jamaica — Benjamin N. Thorp, Henry R. Linville. 

Manual Training — Clarence D. Kingsley, Chairman; Charles Perrine, Arthur L. Baker, 
Eleanor R. Baker, Marion Hackedorn. 



THE H. S. T. A. BULLETIN 51 

Morrit — Paul B. Mann, Hugh C. Laughlin, Otis C. Skeele, Josephine A. Davis, Abby 
B. Bates, Helen M. Storey, Michael D. Sohon. 

Newtown — George H. Kingsbury, Alex E. W. Zerban. 

Richmond Hill — Charles R. Gaston, Gertrude M. Leete. 

Stupvesant — T. Harry Knox, Clayton G. Durfee, Charles B. Howe. 

fPad/e«#/i— William W. Clendenin, Helen E. Bacon, Florence Middleton. 

Washington Irving — Idelette Carpenter, Mary C. Craig. 

THE STUDENTS' AID COMMITTEE. 

The Committee in conjunction with the Department of Sociology of the Brooklyn 
Institute and the Brooklyn Teachers' Association has arranged for a general conference on 
Vocational Guidance on March 19th at 8 P. M., at the Academy of Music, Brooklyn, near 
Flatbush Avenue Subway Station. 

Copies of these will be furnished free to members of the association applying before 
printing. Those in excess are for sale. The receipts from outside sal»s have paid for the 
printing of these bulletins. 

"Choosing a Career for Boys," fourth edition. 

"Choosing a Career for Girls," second edition. 

"Occupations Connected with the Domestic Arts." 

"Industrial Chemistry for Girls." 

"The Effect of Education on Earning Capacity." 

Small quantities of the following can be secured: 

"Accountancy and the Business Profession," 10 cents. 

"The Civil Service," 5 cents. 

"Opportunities for Boys in Machine Shops," 2 cents. 

"Applying for Work," 2 cents. 

"Country Vacation Work," 2 cents. 

"Vacation Excursions for Young People," 2 cents. 

"List of Special Training Schools," I cent. 

"The Vocational Adjustment of School Children," 10 cents. 

The following can no longer be supplied: 

"Does an Education Pay?" 

"Report on School Incentives." 

"Reports of the Work of the Committee." 

"Directing Young People in the Choice of a Vocation." 

The United States Department of Labor reprints an interesting bulletin on Vocational 
Guidance from the twenty-fifth annual report of the department. Copies can be seeured fre« 
by early applicants. E. W. Weaver, Chairman. 

25 Jefferson Avenue, Brooklyn. 'Phone, 1377-M-5 Prospect. 

COMMITTEE ON CONFERENCE WITH THE COLLEGES. 

The committe of this Association has- unanimously endorsed the main part 
of the report of the Committee of Nine of the National Education Associations. 
One member of our committee believes that under no circumstances should a student 
be admitted to an academic college without foreign language and mathematics. 
But the five other members of the committee endorse the entire report, including 
the recommendation "that provision should be made by many of the larger colleges 
io continue the education of students of whom it has been discovered that the re- 
quirement of mathematics or the requirement of foreign language is an obstacle 
to the continuation of their education." Complete copies -of the report may be 
secured from the Chairman of the Committee of Nine, Clarence D. Kingsley, Manual 
Training High School, Brooklyn. 

DEPARTMENT OF MECHANICAL ARTS. 

The Department of Mechanical Arts held a most successful meeting on Friday 
evening, December 15, 1911, with 23 present. After an informal dinner there 
was an interesting and instructive address by Mr. Herbert Lester, of the firm of 
Manning, Maxwell & Moore, on the Relative Merits of the Line Shaft Drive and 
the Individual Motor Drive for Manual Training Shops. There was a lively and 
interesting discussion. Mr. Kingsley of the Manual Training High School spoke 
of the advisability of this department formulating a statement of policy as to 
what should be the content of the manual training work of the future so as to 
receive the same credit as other high school subjects. Some discussion followed 
after which it was voted that the chairman should appoint a committee of five to 
etudy this question and formulate such a statement. 



■M 



52 THE H. S. T. A. BULLETIN 

List of Members of H. S. T. A. September 191 1 — June 19 12. 

BAY RIDGE HIGH SCHOOL (4) 

86th Street, near 18th Avenue, Brooklyn 

ANNEX 



Allee, Winifred 



92d Street and Gleston Avenue (P. S. 104) 
Benway, Wahl R. Buchnan, Louis Lolling, Hela 

BOYS' HIGH SCHOOL (60) 

Marcy and Putnam Avenues and Madison Street 

ANNEXES 

Bedford and Jefferson Avenues 

Berriman Street, Belmont and Atkins Avenues (P. S. 64) 



Sullivan, James, Principal 
Alden, Henry T. 
Andrews, William H. 
Bates, Clifton W. 
Boyd. Maurice C 
Brill, Abraham 
Brummer, Sidney D. 
Buttrick, Harold E. 
Clark. Clinton 
Cohen, A. Broderick 
Crandall, Ernest L. 
Downing, George B. 
Edwards, William H. 
Esselstyn, Henry H. 
Fairchild, Ralph P. 
Fisher. William W. 
Flint, Ehomas 
Fontaine, Andre C. 
Flint, George C. 
France, Sanford D. 



Freeborn, Frank W. 
Gemson, Irving 
Hale, Albert C. 
Handrich, Paul 
Houson, F. 
Hobson, George F. 
Hopkins, Walter D. 
Hughes, Charles E. 
Hughes, Francis T. 
Janes Arthur L. 
Jeffords, Clyde R. 
Jenner, William A. 
Jones, Frederick B. 
Lewis, Frederick Z. 
Levine, H. B. 
Mattes, W. H. 
Munson, Daniel G. 
Overholser, Charles E. 
Parker, S. Ridley 
Parsons, Edward B. 



Parsons, Herbert H. 
Pasternak, Nathaniel 
Proper, Emberson E. 
Raiman. Robert I. 
Reynolds, James I. 
Reynolds, Lewis G. 
Richardson, Roy S. 
Riess, Ernest 
Rogers, William W. 
Smith, Ernest E. 
Spaulding, Frank B. 
Stone, Limond C. 
Swenson, John A. 
Tausk, Alfred A. 
Tressler, Jacob C. 
Weaver, Eli W. 
White. Walter L. 
Wilson, Henry E. 
Wood, George C. 
Yoder. Arthur L. 



BRYANT HIGH SCHOOL (25) 
Wilbur Avenue, Academy and Radde Streets, Long Island City 



Arthur, L. Louise 
Byrne, Margaret C. 
Carll, Lydia A. 
Carter, Bertha A. 
Courtney, Bertha F. 
Dickinson, Tenny V. 
Evans, Ethel 
Grubman, Adolph J. 
Heermance, Emma W. 



Joseph, Myrtle J. 
Jones, Frances E. 
Lewis, Edward F. 
Loewy, George J. 
Mclntyre, Edith R. 
Munroe, Harry K. 
Price, Anna G. 
Reid, Mary E. 
Riblet, Mary V. 



Rothberg, Meta 
Schaffer, Rachel E. 
Snow, Ella M. 
Swett, Carolyn Patten 
Vincent, Charlotte M. 
Vogt, Charles R. 
Waldman, Mark 
Welch, Alberta M. 



BUSHWICK HIGH SCHOOL (42) 
Evergreen Avenue, Ralph and Grove Streets 

ANNEXES 
St. Nicholas and Willoughby Avenues and Suydam Street (P. S. 162) 
Ryerson Street, near Myrtle Avenue (P. S. 69) 



Quincy 
Rollius, Frank, Principal 
Averill, Steve 
Bonotaux, Henriette 
Conant, M. Sybel 
Cohen, Morris 
Collier, Katherine B. 
Cohen, Bertha 
Dempsey, Josephine A. 
Falion, George M. 
Foley, Henry J. 
Gilbert, Clara M. 
Green, John C. 
Green, Mary P. 
Goldsmith. Elizabeth 



Street, near Stuyvesant Avenue 
Humphries, G. F. 
Howley, Elizabeth 
Humason, T. A. 
Johnson, Julius M. 
Keener, Robert H. 
Levine, Maurice 
Littig, M. Josephine 
Leyenberger, Harry W. 
MacDermott, Ada A. 
Miller, Charles 
Mohan, Lucy F. 
Morrey, William T. 
Miller, Grace Helene 
McDonald, Milo F. 



(P. S. 129) 
Norton, George W. 
Putz, Edward H. 
Semple, Lewis B. 
Smith, L. Brewster 
Smith, Marguerite 
Southwell. Etta E. 
Stanton, Anna E. 
Smith, Louise 
Taylor, A. W. 
Townsend, Chas. W. 
Townsend, May E. 
Travers, Caulin 
Tufts, Anna 



CURTIS HIGH SCHOOL (18) 

Hamilton Avenue and St. Mark's Place, New Brighton 

ANNEX 

Academy Place. Tottenvllle (P S. 1) 

Towle, Harry F., Principal Close, M M. Haywood, William R. 

Dean, Philip R. Hopkins, Rupert H. 

McMillan, Harlow 
Shepherd, Florence D. 
Shipley, James H. 
Whitmore, Clara 



Abbott, Frances H. 
Benjamin, Claude T. 
Blanspied, Ethel 
Brewer, Francis E. 



Gallagher, Ellen M. 
Goodwin, M. W. 
Grout, Abel J. 



THE H. S. T. A. BULLETIN 

COMMERCIAL HIGH SCHOOL (44) 

Albany Avenue, Dean and Bergen Streets 

ANNEX 



53 



Conover, Sullivan and Wolcott 



Fairley, William, Principal 
Bagenstose, Harry L. 
Bickrnore, Frank L". 
Bliss, Ralph P. 
Bolger, Edwin A. 
Chestnut, Howard D. 
Conant, Fred L. 
Cushman, Earl L. 
Dann, Matthew L. 
Denenholz, Alex. 
Donovan, Herbert D. A 
Eells, Burr G. 
Failing, Wilson R. 
Finnegan, William E. 
Fleischer, Edward 



Flint, George C. 
Greenberg, Morris 
Gross, Henry I. 
Gruenberg, Benjamin C. 
Harmon, George W. 
Harrison, Earl S. 
Hook, Edward A. 
Joseph, Samuel 
Lee, Joseph B. 
Loughran, John 
Meehan, Wm. 
Nanes, Philip 
Newman, Joseph 
O'Ryan, William P. 
Proctor, Robert H. 



Streets (P. S. 30) 

Raynor. ceilbert J. 
Reser, Edward N. 
Sawyer, George A. 
Scarborough, Andrew J. 
Schuyler, Elmer 
Shea, John J. 
Shearer, Robert J. 
Smith, Joseph H. 
Sternberg, George 
St. John, Robert P. 
Teeter, Charles H. 
Van Buskirk, Edgar F. 
Watson, Elba E. 
Zeiner, Edward J. A. 



DeWiTT CLINTON HIGH 
10th Avenue, 58th and 
Tildsley, John L., Principal Frank, Maude 
Adams, Hilly E 



Anthony, Oscar W. 
Barber, Harry G. 
Baylis, Sara 
Bedford, Edgar A. 
Benshimol, Alfred L. 
Bierman, Henry M. 
Boylan, Arthur A. 
Broadhurst, Philip H. 
Bryant, Arthur A. 
Call, R. Ellsworth 
Clark, Randolph C. 
Currie, Thomas H. 
Donnelly, John P. 
Dotey, Aaron I. 
Dudek, Alice E. 
Erwin, Edward J. 
Foote, Carleton A. 
Foote, Edmund W. 
Frank, Colman D. 



Garrigues, Ellen E. 
Gollomb, Joseph 
Graw, Frederick S. 
Haas Arthur 
Haug, Emanuel 
Herzog, Charles Carl 
Hirsch, James A. 
Hunter, George W. 
Kelley, Frank B. 
Knox, Jaxon 
Krause, Arthur K. 
Lucey, Michael M. 
Lyon, Lorenzo G. 
Lorevinthau. Albert 
MacLaren, Donald C. 
Mirsky, Israel 
McCarthy, John D. 
Mclverna'n, Thomas 
Monteser, Frederick 
Miles, Dudley H. 



SCHOOL (63) 
59th Street 

Morse, Charles F. 
Moyer, Fayette E. 
Newman, Charles 
Osborn, Ralph 
Parelhoff, Benard M. 
Patterson, Samuel W. 
Penhollow, Harry B. 
Perry, Edward O. 
Phillips. Gertrude 
Pickelsky, Frank 
Rosenthal. Daniel C. 
Sharpe, Richard W. 
Sherman, Frederick D. 
Salzano, Francis 
Strauss, Julius 
Timmerman, Charles E. 
Whitsit, Jesse E. 
Wolfson, Arthur H. 
Wright, Herman H. 
Works, Austin M. 



EASTERN DISTRICT HIGH SCHOOL (66) 
Marcy Avenue, Rodney and Keap Streets 



Havemeyer, Nor 
Vlymen, William T., Principal 
Adler, David 
Anders'.<ii, Mary E. 
Ayres, Mary S. 
Baltz. Frank P. 
Beeckman, Florence L. 
Beitel, Helen S. 
Blumenburg, Frieda 
Bole, John A 
Bowman, Nina 
Bruce, Walter A. 
Burlingham, Gertrude T. 
Calkins, Maud L. 
Cainpbeli, Harold G. 
Carey, Margaret E. 
Chapin, Henry E. 
Crawford. Charlotte H. 
Dixon, Charles E. 
Ennis, Mary G. 
Faulkner. Eunice F. 
Genung, Ina E. 
Greenburg, Henry 



ANNEX 
th 6th and North 7th 
Griffiths, Anna B. 
Hartwell, Charles S. 
Hazen, Annah P. 
Hellin, Esther B. 
Helmuth, Lou 
Rerendeen, Jane E. 
Higbee, Anna M. (Mrs.) 
Hughan, Jessie W. 
Ikelheimer, Minnie 
Illich, Louis L. 
Kauffman, Wm. A. 
Mayo. Marion J. 
McDermott. Annie 
Meigs, Katherine H. 
Meyer, Florence E. 
Model, Charles 
Myers, Willard L. 
Kelly. Wm. H. 
King, Helen L. 
Kuhn, Adelina 
Lanz. Jeanne 
Lemowitz, Nathan H. 



Streets (P. S. 143) 

Manahan, Mary G. 
Martin, Paul 
Maynard, Ernes A. 
Paine, Frederick H. 
Phillips, Anna L. 
Pinch, Minnie A. 
Pond, Pearl F. 
Read, Mary A. 
Rittenhouse, Hawley O. 
Rosmaren, Michael 
Schradieck, Helen E. 
Seamans, Mary A. 
Smith. Franklin H. 
Sperling, Harry 
Stratford, Aline C. 
Sullivan. Mary 
Trowbridge, Cornelia B. 
Warren, James P. 
Watson, Alice D. 
Wilson, Stuart 
Wyckoff, Harriet E. 
Zollinhofer, Sophie 



ERASMUS HIGH SCHOOL (64) 
Flatbush Avenue, near Church Avenue 
ANNEXES 
Avenue G, East 23d and East 24th Streets (P. S. 152) 
92d Street and Gelston Avenue (P. S. 104) 
Avenue T, East 12th Street and Homecrest Avenue (P. S. 153) 
86th Street, near 18th Avenue (P. S. 101) 
Gunnison, Walter B., PrinclpalBrickelmaier, Alice G. Che'sley, Mabel L. 

Arnold, Frank J. Bryant, Frank L. Connell, J. Wesley 

Barber, Cora L. Burnham, R. Wesley Crane, Ella E. 

Beardsley, Frank J. Campbell, Joseph A. Crockett, Esther M. 

Boynton, George E. Cashman, Joseph A. Cunningham, Maud M. 



54 



THE H. S. T. A. BULLETIN 



Doggett. Allen B. 
Earle, Willis 
Edgell, Frank D. 
Estes, Charles S. 
Everett, Edith M. 
Farrar, Preston C. 
Fay, Charles R. 
Feldman, Daniel D. 
Foster, Sarah P. 
Habermeyer, Louise C. M. 
Hancock, W. J. 
Harley, Walter S. 
Hewitt, Helen F. 
Hodgdon, Katherine I. 
Holmes, Mary H. 
Howe, Alice C. 
Huntington, Frederick W. 



Jaquish, Ben M. 
Johnston, Wm. H. 
Keck, Frederick It. 
King, Cyrus A. 
Knowson, Walter S. 
Lasher, William R. 
Lauder, Mary A. 
Leman, Geo. W. 
Levy, Harry A. 
Merchant, Manton E. 
Neiswender, Ida B. C. 
Peabody, Susan P. 
Raynor, Geo. C. 
Scovil, Florence M. 
Scott, Izora 
Simmons, Isabel 
Sparks, Minnie E. 



Sprague, Laura E. 
Stocker, John H. 
Strong, Wm. M. 
Strout. Geo. M. 
Talbot, A. May 
Tibbetts, William P. 
Tredick, Helen F. 
Turner, Kate E. 
Valentine, Henry D. 
Volentine, Mary F. (Mrs.) 
Whitney, N. Belle 
Wight, Walter A. 
Wilder, George F. 
Williams, Lewis C. 
Young, Charlotte S. 
Young, Mabel A. 



FAR ROCKAWAY HIGH SCHOOL (1) 
State Street and Roanoke Avenue, Far Rockaway 
Jennison, Emily M. 

FLUSHING HIGH SCHOOL (9) 
Sanford Avenue and Union Street, Flushing 
Clark, John Holley, PrincipalHood, Edward C. Miller, Frank H. 

Barnwell, Walters Jenks, Paul R. Nearing, Elena P. 

Baumeister, John Killen, Arthur H. Read, Warren W. 

GIRLS' HIGH SCHOOL (16) 
Nostrand Avenue, Halsey and Macon Streets 

ANNEX 
St. Mark's and Classon Avenues (P. S. 42) 
Felter, William L., Principal ILgsins, Alice Lyle. Edith K. 

Babcock, Maude R. Holmes, Abby B. Mullen, Loring B. 

Carter, Effie A. Jenkins, M. M. Seelman, H. Elizabeth 

Cochran, Mary Jenness, Jennie M. Sullivan, Bessie 

Gardner, Maude Keyes, Rowena K. Wright, Mabel 

Lee, Marguerite T. 

HIGH SCHOOL OF COMMERCE (52) 
65th and 66th Streets, West of Broadway 



Sheppard, James J., Printipal Cohen, Harry 



Aldinger, Harry E. 
Barbour, William C. 
Beatman, Augustus S. 
Blume, Julius 
Brennan, Alfred T. V. 
Bryan, Alfred C. 
Clough, Harvey B. 
Eddy, Walter H. 
Fitzpatrick, Edward A. 
Flatow. Jacob 
Flynn, Oscar R. 
Foster, Wilfred L. 
Grant, Forest 
Greene, Russell T. 
Hahn, Clarence W. 
Mall, Henry M. 



Hall, Gamble 
Hartwell, Frank W. 
Hance, William 
Hartung, Ernest 
Healey, Horace G. 
Heydrick, Benjamin A. 
Kahn, Joseph 
Koopman, Sietse B. 
Lewis. Alfred H. 
Lewis, Ernest D. 
Lindsey, Frederick B. 
Long, Reuben L. 
Mills, Joseph S. 
McGrath, William J. 
Minnick, John D. 
Montross, Charles G. 
Norden, Norris L. 



O'Neil, William R. 
Porter, George H. 
Pugh, Alexander L. 
Renig. Alfred 
Roessler, Erwin M. 
Rosenblum, Abraham 
Rotherham, Phillip 
Schlauch, William S. 
Schultze, Arthur 
Sinagnan, Leon 
Skinner, Herbert C. 
Sprague, Charles H. 
Van Deusen, Edwin W. 
Van Tuyl, George H. 
Walker, Claude F. 
Woodman, Irving L. 
Whiffen. Edwin 



Cahill, John P. 
Chickering, Edward C. 
Delger, Marie 
Fairley, Edwin 
Fennebresque, Louis 
Gay, Laura S. 
Gilliland, Alice M. 



JAMAICA HIGH SCHOOL (22) 
Hillside and Union Avenues, Jamica 

Hoadley, Harwood Root, Minnie R. 

Krause, Carl A. Starkey, Warren L. 

Lawrence, Antoinette Thompson, Kirk W. 

Linville, Henry R. Thorp, Benjamin H. 

McNamara. Edward J. Vosburgh. Charles H. 

O'Keefe, David H. Ward, Ada Webster 

Quick, Oscar Wilkin, Josephine D. 
Root, Lydia F. 

MANUAL TRAINING SCHOOL (74) 

7th Avenue, 4th and 5th Streets 

ANNEXES 

11th Avenue, Windsor Tlace and Sherman Street (P. S. 154) 

Prospsct Avenue, opposite Receve Place 

Duffield, Johnson and Gold Streets 

Larkins, JTharles D^, Principal Bawden, Sarah E. Dickinson, Henry N. 

Beebe, Dee Dickler, Nathan N. 

Bloom, Isidore Dickman, Mary B. 

Boecker. Alexander Dithridge, Caroline N. 

Boole, Emily R. Edwards, Sidney 

Boole, ^Florence A. Fanning, Grace M. W. 

Brockerant, May E. Foster, Edwkin G. 

Coan, Charles W. Freeberg, Sigrid C. 

Colony, M. Elizabeth Green. Florence (Mrs.) 



Abbott, Frederick B 
Aldridge, Vincent 
Allen, J. Trevette 
Bachelder, Mary A. 
Baker, Arthur L. 
Baker, Eleanor R. 
Baldwin, Walter J. 
Barasch, Morris 



THE H. S. T. A. BULLETIN 



55 



Haokedorn, Marion 
Hall, Mary A. 
Harris, Lena 
Heyer, Ella G. 
Holly, Harold A. 
Holzman, Abraham 
Hunt, Arthur E. 
Jacobson, Harry 
Kingsley, Clarence D. 
Leonard, Howard C. 
Low, J. Herbert 
Luther, Edith M. 
MacKay, Alfred 
Mageworth, J. Otis 
Maginn, Elizabeth 
McArdle, John P. 



McCall. Carleton C. 
Meneely, John H. 
Murphy, Margaret L. 
Nelson, Willard B. 
Odell, Louis S. 
O'Donnell, IOmmett 
Perrine, Charles 
Peters. Frederick A. 
Ting, Louise M. 
Richardson, William C. 
Robinson. Alfred T. 
Robinson, John T. 
Schaible, Godfrey C. 
Schutze. Elizabeth 
Shinn, Victor I. 
Smith, J. Clarence 
Smith, M. Helen 



Snow, Minnie R. 
Snyder, P>. Louis 
Stone, Mabel 
Taylor, Nettie 
Terrel. Lilian A. 
Vail, Clarence W. 
Vanderpoel, Edwin C. 
Van Olinda. James E. 
Volkarets, Marie 
Walker, Alice J. 
Weed. Henry T. 
Wikel, Henry H. 
Wolcott, Henry G. 
Wright, Helen S. (Mrs.) 
Yarrington. Adrian M. 
Yerbury, Charles S. 



Denbigh, John H 
Ames, Jessie I. 
Blakely, Gilbert S. 
Bogart, Elmer E. 
Bogart, Sarah H. 
Bridgman, Anne T. 
Burt. Clara M. 
Carr, Agnes 
Clarke, Helen Mac G. 
Constantine. Harriet L 
Coster, Silvie de G. 
Davis, Josie A. 
Diedrich, Marie M. 
Evans, Austin H. 



MORRIS HIGH SCHOOL (43 

166th Street, Boston Road and Jackso 

ANNEXES 

Mott Avenue and 144th Street (P. 

Matilda Street, Wakefield (V. S. 

Principal Hager, E. M. 

Harding, Helen E. 
Hixon, Kate B. 
Knowlton, Mary E. 
Lifschitz, Berthold 
Mann, Paul B. 
Mendum. Georgiana 
Miller. Charles A. 
Parker, Margaret B. 
Peabody, James E. 
Peterson, A. Everett 
Pyne, Henry R. 
Read, Edith 
Sampson, Ezra W. 
Schwartzenbach, P. A. 



) 

n Avenue 

S. 31) 
16) 

Scott, Cora A. 
Scudder, John O. 
Shannahan, Willard D. 
Spencer. Estella 
Story. Helen M. 
Surray. P. M.. 
Eurray, P. M. 
Thompson* Annie S. 
Wahl, Emanuel M. 
White. Fred C. 
Williams, Joseph S. 
Williams, Sarah P. 
Winslow, Isabel G. 
Zeizer, F. 



Kingsbury, George H. 



NEWTOWN HIGH SCHOOL (2) 

Chicago Avenue, Elmhurst 

Zerban, Alexander H. W. 



RICHMOND HILL HIGH SCHOOL 
Elm Street and Stewart Avenue, Richm 
Failor, Isaac N., Principal Gaston, Charles Robert 
Allen, Ralph W. Golde, Margaret D. 

Beard, Stella S. Henderson. Royal L. 

Beers. Florence E. Hubbard, Ruth E. 

Chapin, Jennie E. Johnson, Esctelle M 



Conrow. Elizabeth 
Emery, Stephen G. 
Finnigan, James J. 
Fuerstenan, Daisy M. 



Kilburn, Florence M. 
Klein, Joseph J. 
Knapp, Annie M. 
Lmbert, Marcus B. 



(26) 
ond Hill 

Landers, Leland L. 
Leete, Gertrude M. 
Root, Eva R. 
Stewart, Charles A. 
Stilson, William E. 
Vlentine, Morris C. 
Voorhees, Sophia 
Wolcott, Emily P. 



STTJYVESANT HIGH SCHOOL (55) 
15th and 16th Streets, West of 1st Avenue 

Marston. Charles W. 



von Nardroff, Ernest R., Fuller, Robert W 

PrincipalGage, Stanley A 



Andrews, Richard M 
Augsbury, Earl A. 
Beha, Joseph L. 
Breckenridge, William E 
Brandan, George C. 
Brownlee, Raymond B. 
Bruce, Murray 
Cheney, Thomas C. 
Corbett, Jos. S. 
Crossley, Arthur 
Drury, Horation N. 
Durfee, Clayton G. 
Ellard, Charles H. 
Elmer, Clement G. 
Fink. Frederick W. 
Foster, Walter E. 
Fritz, Henry E. 



Greenberg, Abraham 
Gardner, Frank A. 
Goodrich, Moses F. 
Griswold, Edward D. 
Hanford, Clarence D. 
Hein. Henry E. 
Henriques, Maurice 
Hopkins. William C. 
Howe, Charles B. 
Klafter. Simeon 
Knox, T. Harry 
Lavers, Earl R. 
Law, Frederick H. 
Leavitt, William M. 
Leonard, Theodore S. 
Lipsky, Abram 
Maier, Augustus 

WADLEIGH HIGH SCHOOL (26) 
114th and 115th Streets, West of 7th Avenue 

ANNEX 
138th Street, West of 5th Avenue (P. S. 100) 



Mott. Howard W. 
Mehrtens, Henry E. 
Mersereau, Samuel F. 
Messenger, John, Jr. 
Neumarker, John G. 
Norris, John 
Oswald, Frederick W. 
Quimby, Ernest S. 
Ross, Franklin A. 
Sanford, Clarence H. 
Smith, Seymour L. 
Smith. Walter M. ' 
Smith, W. Palmer 
Steinert, John B. 
Uhlig. William C. 
Wilson, James F. 
Worth, William A. 
Weiser, Samuel 



Jr 



Rowe, Stuart H., Principal 
Bacon, Helen E. 
Bass. Bertha 
Clendenin, William W. 
Coman, Caroline 
Cornish. Robert H. 
Davis, Cornelia A. 
Eaton, Mary P. 



Elliot, Lillian M. 
Ford, Jessie Frances (Mrs.) 
George, Auguste 
Griffith, Priscilla 
Haefeln, Fanny 
Harris, Gertrude B. 
Hodges, Archibald L. 
King. Elizabeth Edwards 
Kupfer, Elsie M. 



Newcomer, Harvey 
Rodman, Henrietta 
Syms, Louis 
Taylor, Jane I. 
Tefft, Mary B. 
Tweedy, Grace B. 
Womack, Mary D. 
Zick, Henry 



56 THE H. S. T. A. BULLETIN 

WASHINGTON IRVING HIGH SCHOL (111) 
34 1-^ East l-Ui Street 
ANNEXES 
14(i Grand Streel GO West 13th Street L40 Wesl 20th Street 




Cohen, Helen L. lioche, Elizabeth A. Willard, Florence 

Sage, Lillian li. 

CONTENTS OF YEAR-BOOK 1908-1909, JOHN L. TILDSLEY, PRES. 

The Constitution 7 

The Aim and Scope of the Public High School in the City of New York, 

Franklin H. Giddings, LL.D 10 

The' Meaning of a Liberal Education, President Woodrow Wilson 19 

Should There be a Difference in the High School Training of Boys and 

Girls? David S. Snedden, Ph.D 32 

A Course of Study in High Schools with Reference to Girls Who Are Not 

Being Trained for a Definite Trade, Martha F. Goddard 41 

The Relation of the College Entrance Requirements to the High School 

Course in English, Benjamin A. Heydrick 45 

Preliminary Report of the Committee on Revision of the High School 

Course of Study, Walter H. Eddy 53 

Preliminary Report of the Sub-Committee on Boys' Preparatory Course for 

Business, Alex. L. Pugh 55 

Preliminary Report of the Sub-Committee on a General Course for Girls, 

Martha F. Goddard 59 

Preliminary Report of the Sub-Committee on Preparatory Course for Girls 

Entering Business or Trades, Henrietta Rodman 63 

Report of Students' Aid Committee, E. W. Weaver 65 

Report on the Practical Uses of the Study of Biology, Benj. C. Gruenberg. .81 

CONTENTS OF YEAR-BOOK 1909-1910, ARTHUR L. JANES, PRES. 

The Constitution 8 

Regents' Examinations: Report of Committe on Secondary Schools, Henry 

R. Linville 11 

Report of Committee on Increase of High School Accommodations, Clar- 
ence D. Kingsley 17 

Report of Committee on Conference with Colleges, Clarence D. Kingsley.. 19 

Report of Students' Aid Committee, Eli H. Weaver 22 

Report of Committee on Revision of the High School Courses of Study, 
Walter H. Eddy 32 

CONTENTS OF YEAR-BOOK 1910-1911, ARTHUR L. JANES, PRES. 

The Constitution 8 

A Tribute to Martha Freeman Goddard. By Principal John H. Dnbigh. . . . 11 

Articulation of High School and College. By Clarence D. Kingsley 13 

Vocational Guidance in the High Schools of New York City. By E. W. 

Weaver 17 

Report of Committee on Revision of the High School Course of Study, 

Walter H. Eddy 26 

Report of Committe on Child Welfare Exhibit 106 

Report of Committee on Secondary Education 112 

Report of Committee on Biology Section 128 

CONTENTS OF H. S. T. A. BULLETIN NO. 34. 

Communication to Committee on High Schools, Board of Education.... 2 
What Constitutes the Teacher of Superior Merit? Addresses 

Examiner George J. Smith; Supt. Edward L. Stevens; Principals 

Clark, Denbigh, Fairley, Felter, Larkins, McAndrew, Tildsley 4-27 

Teaching of Salesmanship and Advertising, by Dr. Edward J. Clapp. .. .27-31 

Report of Committee on Absence, Charles R. Fay, Chairman 31 

Treasurer's Report 47 

High School Statistics, April 30, 1912 ' 48 

[Year-Books 20c. each, Bulletins 10c. each — Miss Agnes Carr, Secretary, 
Morris High School.] 



OFFICIAL BULLETIN 

of the High School Teachers' Association of New York City. 
No. 37. SATURDAY, MARCH 1, 1913 

The Board of Representatives, on May 23, 1911, empowered the Executive Com- 
mittee to issue a Bulletin monthly, instead of four times a year. 



THE THIRD REGULAR MEETING FOR 1912-1913 will be held 
Saturday, March 1, 1913, at the High School of Commerce. 

DEPARTMENT MEETINGS begin at 10 A. M. Besides the pro- 
grams as given below, there should be discussions of Question- 
naire for Directory, of Account of Aim, Scope and Equipment of 
Departments in the Ideal or Typical High School, and of Ques- 
tionnaire for Hanus' Reports. 

GENERAL MEETING begins at 11 A. M. in Auditorium. 

MAIN ADDRESS BY HON. FRANK MOSS, Assistant District 
Attorney. 

TOPIC: HIGH SCHOOLS AND MORAL EFFICIENCY. 

DISCUSSION led by DR. WALTER L. HERVEY of the Board 
of Examiners. 



This is the seventh meeting in the series devoted to "Efficiency 
in the High Schools. Professor Hanus has discussed for us What the 
Schools are for; Mr. Harrington Emerson, Efficiency Engineer, the 
Principles of Scientific Management; Associate Superintendent 
Stevens, More Efficient Organization and the New Point of View; 
District Superintendent Bardwell, The Recitation; Professor Judd, 
Ways of Testing Efficiency in Teaching; and Examiner Smith and 
Principals Clark, Denbigh, Fairley, Felter, Larkins, McAndrew and 
Tildsley have discussed what constitutes the Teacher of Superior 
Merit. 

But in the final analysis, in the last test, we must remember that 
our schools are not truly efficient unless they arouse a zeal for that 
"Righteousness that Exalteth a Nation." 

WILLIAM T. MORREY, President. 
AGNES CARR. Secretary. 



DEPARTMENT MEETINGS, 10 A. M. 
ANCIENT LANGUAGES— Room 534, Dr. Walter E. Foster, Stuyvesant High 
High School, Chairman. 

A Round Table Discussion of the following questions: 
Is it worth while for pupils in our High Schools to study Latin for a 
single year? 

If it is worth while, what are the benefits? 

If it is not worth while, what of the fact that from thirty to fifty per 
cent, of those who begin Latin do not carry it beyond the first year? 



5$ THE H. S. T. A. BULLETIN 

In your opinion, is it possible so to modify our first year work that the 
returns from one year's study will be decidedly more profitable? 
BIOLOGY — Room 301, Mr. Harvey B. Clough, H. S. of Commerce, Chairman; 
Prank Merrill Wheat, DeWitt Clinton H. S., Secretary. 

"Artificial Parthenogenesis," by Prof. Charles Packard, Assistant in 
Zoology, Columbia University. 
BOOKKEEPING SECTION— Room 303, Joseph J. Klein, Richmond Hill High 
School, Chairman. 

At 10 A. M. Sharp Examiner James C. Byrnes will address the Section. 
Subject to be announced later. Watch the papers. 

At 10:30 A. M. Discussion: "The Formation of a Commercial Teachers' 
Club or Association." 

The meeting starts at ten promptly in order to afford ample time for 
thorough discussion before the General Meeting. 
ELOCUTION— Room 201, Mr. Raymond W. Kellogg, Chairman; W. Palmer 
Smith, Stuyvesant High School, Secretary. 

Report on and discussion of the Questionaire recently sent out. 
All teachers of Elocution, Voice Culture and Oral Expression are 
cordially invited. 
HISTORY AND ECONOMICS— Room 205, Miss Antoinette Lawrence, Jamaica 
High School, Chairman. 

Conference on how pupils should be properly started in the history work. 
MATHEMATICS— Room 304, Elmer Schuyler, Bay Ridge High School, Chairman. 
"Geometrographie: the Art of Geometrical Constructions." 
An address by Mr. David L. MacKay, of the Bay Ridge High School. 
Elementary School Teachers welcomed. 
MODERN LANGUAGES— Room 401, Colman. Dudley Frank, DeWitt Clinton 
High School, Chairman. 

Mr. W. T. Morrey, Pres. H. S. T. A., 
• New York City. 
My Dear Mir. President: — 

I believe it is quite unnecessary to announce the subject for the dis- 
cussion of the Modern Language Conference for this meeting, as all the 
live language teachers of the System have already heard of it and will be 
on hand. We even expect it to resurrect some of the dead ones, so inspiring 
will it be. Ycurs enthusiastically, 

COLMAN D. FRANK. Chairman. 

PHYSICAL TRAINING— All teachers of Physical Training in our public High 
Schools are invited to meet and to consider the organization of a department. 
PHYSIOGRAPHY — Room 506, Mr. Kirk W. Thompson, Jamaica High School, 
Chairman. Preparation of Questionaire. 

Prof. Joseph E. Woodman, Professor of Geology, New York University, 
will discuss the Adirondack Water Supply. Lecture illustrated with stereop- 
ticon views. 

Elementary School Teachers welcomed. 

"Seme New Laboratory Experiments in Physiography," by Frank L. 
Bryant, Erasmus Hall High School. 
SHORTHAND — Room 216, Edwin A. Bolger, Commercial High School, Chairman. 
"The Proposed Modification of the Regent's Examination in Short- 
hand II." 

GENERAL MEETING OF DECEMBER 7, 1912. 
The second meeting of the High School Teachers' Association for the year 
1912-1913 was held at the High School of Commerce, December 7, at eleven 
o'clock, section meetings preceding the general meeting. 

President Morrey announced that the other General Meetings of the year 
would take place March 1 and May 3. The president asked for an increase in 
membership, stating that only as the income of the Association warrants it, 
can the important reports submitted be published in the Bulletin. 

Dr. Darwin L. Bardwell, Superintendent in charge of High Schools, was 
then introduced as the speaker of the morning. He gave a most interesting and 
inspir-'ng address on "Efficiency in Recitation," a report of which appears in 
this Bulletin. 

After an informal discussion, and a rising vote of thanks and appreciation 
to the speaker, the meeting adjourned at 12:50 o'clock. 

(Signed), AGNES CARR, Secretary. 



THE H. S. T. A. BULLETIN 59 

EFFICIENCY IN THE RECITATION. 

By Superintendent Darwin L. Bardwell, December 7, 1912, Before 
the High School Teachers' Association of New York City. 

From Stenographic Notes by Mr. Horace G. Healey. 

Ladies and Gmtlemen: 

I approach this question this morning with two very strong im- 
pressions in my mind. The first one is this: I have no notion that 
I can treat this subject at all adequately. Moreover, I am not at- 
tempting to treat it in what may be called a learned fashion. I am 
to quote no so-called authority or pedagogical writer. I do not an- 
ticipate using long or scientific terms ; not that you would be unable 
to understand them, but because they are rather foreign to the pur- 
pose which I have in mind. 

The second conception which is strong and has been strong in 
my mind in preparing and thinking of this theme, "Efficiency in the 
Recitation," is this : The work of the recitation is the most important 
and the most vital work in the school. It is not the only work of 
the school. It is not the only important work of the school. There 
are many teachers who are called upon to perform and do perform 
exceedingly valuable services outside of the classroom. That must 
always be. But to my mind none of these services, invaluable though 
they are, can for a single moment excuse a lack of the maximum 
efficiency in the recitation. Nothing can take the place of it. There, 
as nowhere else, teacher and pupils are brought into close contact; 
and there, as nowhere else, the greatest and most important work 
of the school under the present organization must be done. 

Briefly I wish to bring to your mind the purpose of the recita- 
tion, a double purpose as I conceive it. In the first place in the reci- 
tation new matter is taught. There is in every subject a progression 
in information; something new is to be learned, if not daily, at least 
at frequent intervals. The recitation is the place wherein part of this 
is done; and guidance is given by means of which the pupil shall 
obtain the rest for himself, by his own individual preparation and 
effort. 

The test of efnciencv in this direction, the learning of new mat- 
ter, is not difficult. The test naturally comes in simply ascertaining 
whether or not the new matter is learned. Suitable examinations will 
test the acquirement of new knowledge. It is not the province of the 
morning's subject to discuss what suitable examinations are, how they 
are prepared, or of what they shall consist; that is quite enough of a 
theme for discussion by itself. But I think it will be generally agreed 
that whether or not knowledge has been obtained by the pupils, can 
be tested by a suitable examination. 

The acquisition of knowledge is not to be minimized. It is 
exceedingly important that the boys and girls of High School age 
shall know certain things beyond peradventure : that they be sure, 
absolutely sure, of their ground in these particulars. It is often said, 
it is often thought, it is believed most heartily, that the amount of 
new matter which is to be learned by pupils in most High School sub- 
jects is enormously great. In my own opinion that is a serious error. 
The amount of really new information to be learned is not so very 



60 THE H. S. T. A. BULLETIN 

great ; and the major purpose of the recitation is not the transmis- 
sion and the acquiring of new matter. It is quite another: it is drill 
and practice, in order that certain things other than the simple ac- 
quisitian of information may be obtained. Among these other things 
there should be acquired a habit of correct thinking: using facts which 
have been learned, and using them in arriving at correct conclusions, 
in short, in thinking. Now two habits are fundamental in this process : 
first, the habit of keeping one's mind upon the topic or sequence which 
should be in mind until some conclusion is reached — this is "concen- 
tration;" and, second, is the habit of close and voluntary attention. 
These two are of course very closely related, and each includes the 
other; but I mention them separately because in the machinery of 
the recitation, now one, and now the other will, and must, be upper- 
most in the mind of the teacher. Not only must power of thinking 
be acquired in the classroom, skill in operation must also be obtained. 
For instance, in subjects like commercial arithmetic, geometry, and 
algebra a certain amount of skill of operation is essential. The same 
thing is true of shopwork, stenography, typewriting, and kindred sub- 
jects. But ability to do rapidly is of no value unless the doing is an 
accurate doing. A person who can add a column of figures of a given 
Itngth in half the time that another person can add them is much 
more valuable, provided his addition is correct. His work is of no 
value, however, if it is not correct. An apparent skill at the sacrifice 
of accuracy is little short of a pedagogical crime. 

Again, the ability to express oneself tersely and accurately should 
be acquired in the recitation room. 

During this growth comes the gradual acquirement of an appre- 
ciation of that which is good ; of a discrimination between clear and 
well-expressed and beautifully expressed work, and that which is not ; 
between that which is skillful and accurate, and that which is neither. 
Appreciation of these things is growing quite rapidly ; this, too, is a 
part of the function of the recitation. 

Certain other products I will mention very briefly ; they are largely 
by-products, but like other by-products of great industries, very val- 
uable. Most important of all are courtesy, good breeding, gentle- 
manly and ladylike behavior. In the recitation more than anywhere 
else in the school are these to be fostered. I shall not stop to dwell 
upon the steps by means of which the development of these qualities 
may be known — not so much to the principal, to the first assistant, 
to the superintendent, as to the teacher himself. There is no incen- 
tive so great as the seeing of one's own advancement and the fruit- 
age of one's own labors as they develop in one's pupils. Teachers 
ought to be able to see these things. Is it true that as time goes on 
the pupils are acquiring a power of clear and logical thought, and vivid, 
exact expression? Are they acquiring the power of accurate and skill- 
ful operation? Are they courteous, gentlemanly, and ladylike in their 
behavior and bearing? The tone and voice and manner and expres- 
sion ; do all these indicate that within the heart and mind, there are 
growing the most important fruitages of a refined and cultured man- 
hood and womanhood? 

I have said these things more at length, perhaps, than is necessary. 
There are two great functions of the recitation, the teaching of new 
matter and drill and practice in the various ways which I have men- 
tioned. 



THE H. S. T. A. BULtLETIN 61 

How then is the efficiency of the recitation to be realized in both 
of these directions? 

There are two conditions which I think must prevail, whether 
new matter is being taught, or drill and practice are being had. 

There is a fundamental law of growth which must not be for- 
gotten in the recitation room, namely, the law of subjective activity. 
If one is to grow, the activity must be his own ; it is never vicarious. 
The teacher who makes a brilliant recitation possibly grows himself, 
but his pupils do not. They grow by their own efforts to do some- 
thing and they do not grow in power in any other way. It is only by 
what they do themselves. Absolutely fundamental as a condition is 
constant, uninterrupted activity in the right directions by the pupils 
themselves to the highest possible maximum. 

Secondly, this activity on the part of the pupils must be progres- 
sive or it is of very little value. A form of exercise which is not pro- 
gressive will develop a certain sort of mechanical skill, and then stop. 
That is as far as it goes. This idea I shall try to emphasize towards 
the close. 

Let me turn now to efficiency in the recitation when new mat- 
ter is taught. I have already said that in my opinion the amount of 
really new matter is not so large as is commonly supposed. Let me 
sav what pretty nearly everybody knows, but what pretty nearly 
everybody forgets : telling a thing is not teaching it. If it were, we 
should all be out of a job because the phonograph is cheaper than 
we are ! The test of teaching is in the learner. It is what he ac- 
quires that is taught. Constant telling doesn't do it. It is the con- 
stant effort of the pupil to give back to you, that does it. 

Again whatever is done in this teaching of new matter, we must 
have constantly in mind that old law which we all have heard from 
the first day that we began to think about being teachers : the relation 
between the old and the new; the new must grow out of the old. 
Every development of a new subject, or a new topic, is an occasion 
for review, taking up here and there the items, the points, the facts, 
the principles, which have been mastered, and bear a direct relation to 
the building up process of that which is new. 

The teacher who fails to keep this in mind and to use it, is failing 
very largely to convey a connected whole, which gradually grows in 
the minds of the pupil. 

When I was a boy I studied, among other things, a topic which 
was exceedingly formidable to me ; namely, profit and loss. You 
smile. Well, I do not wonder ! I was taught there were many dif- 
ferent cases. I have forgotten now how many different cases 
"but they were all bewildering to me. Thus in case No. i. cer- 
tain things were given and certain things were required ; in no 
sense practical at all. Case i. Case 2! How many cases were 
there? I do not know, but profit and loss was a horrible thinsr 
to my mind. I did not realize any connection between profit and 
loss as presented in Greenleaf's Old Common School Arithmetic and 
Business Affairs, and that there were not a dozen cases, but only 
one, until I was put up against the proposition of teaching it, and 
then, in studying it, how easy it seemed, how natural ! It was simply 
a matter of terms and the understanding of conditions and conclu- 
sions to be reached. When we try to separate into component parts 



62 THE H. S. T. A. BULLETIN 

things which are not separate we make a very great mistake. If we 
teach effectively there is a growth right through from first to last. 
Hence, in the introduction of the new, these old things need to be 
brought out and emphasized and the thing that is important in this 
emphasis is not what the teacher says about it. The teacher guides 
the thought of the pupils, and they make their own connections be- 
tween the new and the known old. Except in matters which are out- 
side the range of knowledge of the pupils and without their possi- 
bility of acquiring for themselves, the pupils should do the work of 
the mastery of the new and not the teacher do it for them. 

There is a great temptation for the teacher, after having pre- 
pared his lesson, to say, "I know it thoroughly ; I can make a fine 
recitation. The pupils blunder and they are slow. I do not get over 
the ground, and so I will make the recitation for them in order to 
save time." The trouble is, ladies and gentlemen, it doesn't save time! 
It appears to save time, but it doesn't, because when you have made 
that recitation you have robbed the pupils of the time which was 
theirs. There is no saving in this direction. 

These things need to be kept in mind : make clear, explicit, brief 
statements, slow enough so that they may be grasped, and then stop. 
To ask the pupils whether they understand or not is giving the thing 
away, for of course they will say they do. 

Rather ask them to tell you, then you will find out ! The assign- 
ment of an advanced lesson, instead of being repeated by the teacher 
should be repeated by the pupil for most obvious reasons. I do not 
know how it may be with you, but I have, on a great many occasions, 
heard a preacher in announcing a hymn repeat it two or three times, 
and I have been interested to watch people about me during that 
process, and have come to this conclusion : The preacher who is in 
the habit of repeating the hymn number has an audience which never 
hears the number of the hymn the first time he says it. They are 
going to hear it again and they wait until he gets through the pre- 
liminary before they listen. Let there be no such preliminary. There 
is no time for it. 

A recitation of forty-five precious minutes needs to be used for 
something that is worth while, and there is no time for the teacher 
to repeat any more than just enough to be sure that what he says is 
thoroughly understood. 

Then the development of this matter needs to follow the law of the 
development in the child's mind, and not in the teacher's — in other 
words, the pedagogical rather than the logical order. For we all 
know when we stop to think of it that the pupil, a beginner, an inex- 
perienced person, never sees anything in the same way that the ex- 
perienced person sees it. A person who knows nothing about a topic 
cannot look at it is th same way, from the same angle at all, that the 
person who knows, does. 

May I illustrate? In German we say there are certain so-called 
classes of declensions of nouns and adjectives. The teacher knows 
them for he naturally gathers together his great range of knowledge 
and makes the classification. But what about the poor pupil? He 
hasn't anything yet to classify, and to bring the classification to him 
at this time is useless; I will use no stronger term. 

He needs to know a few things and then a few more things and' 



THE H. S. T. A. BULLETIN 63 

then more things, and then, by and by, when he arrives at the pos- 
session of a good bit of knowledge it may be of use for him to gather 
together and to systematize, but not in the first place ! In the first 
place it is a hindrance, by and by it becomes a help ; but be quite 
sure that the by and by is deferred until there is matter in hand with 
which to make a classification. 

Here is a constant temptation, especially for the person who is 
well informed and has mastered the subject, and has, perhaps, taken 
post graduate courses, and all that sort of thing. There is a constant 
temptation for that person to be trying to get the pupil to look at 
things from his standpoint, whereas he ought to be trying constantly 
to look at things from the pupil's standpoint. 

Let us take any subject you like. In science — this is obvious? 
Let us take another, English, for instance. The outlining of an Eng- 
lish classic — that is obvious, too ! An outline and analysis, a series of 
logically arranged topics in the study of Ivanhoe, for instance, if they 
deserve any place at all, deserve a place only after Ivanhoe is inside 
the brains and hearts of the boys and girls, not before. 

Perhaps I have made my meaning sufficiently clear in this con- 
nection, when I refer to these illustrations and say that the order of 
development in the teaching of new matter shall be pedagogical, from 
the pupils' standpoint, rather than logical. 

Let me turn now to the other side. Now for the great problem^ 
the problem of practice and drill ; for to my mind, that is the big 
problem. The major part of the time in most recitations is devoted 
to practice, to drill, and all of the time in not a few recitations is and! 
must be devoted to that purpose. We have something that is very im- 
portant here, and upon the successful working of which will depend 
in no small measure the real efficiency in the recitation. 

I have stated that the fundamental law of growth is activity on 
the part of the grower. It follows then that in practice and drill as in 
the teaching of new matter, it is fundamental that all of the pupils 
shall be busy all the time, on the subject in hand. There are two 
"alls," neither one of which can be forgotten, all of the pupils all of 
the time. 

To this end a few things are absolutely essential. We must use 
questions more or kss. When we call upon Mary Smith to answer 
a question, Mary is doing some thinking. But what about the others? 
Someone says : "I have sufficient control of my class, so that I know 
everybody is thinking, even when I call upon Mary Smith to answer 
a question before I ask it." 

Good friends, don't delude yourselves, you are strong, you do 
have a tremendous power and influence over your pupils ; von com- 
pel them, you control them, but don't forget there is a fundamental 
law of inertia in the human mind. 

I remember a college recitation room back in the days of the 
past, presided over by a very genial, kindly gentleman who always 
asked his pupils to recite in regular order, running across the benches, 
back and forth. You do not know, of course, what I know about 
what was happening in that recitation: Mr. A. was on the qui vive 
at the beginning of the recitation and Mr. W. could wait until nearly 
the end of it, before giving any attention to the subect under dis- 
cussion, because he knew he was safe. 



64 THE H. S. T. A. BULLETIN 

You smile, as proper, perfectly proper. You don't do that? No? 
Maybe. Sometimes? Maybe. But when you do, you say you con- 
trol, and I say "maybe." If you think, ladies and gentlemen, that 
even (and I am not sarcastic) the skillful teachers in the schools of 
New York can run counter to human nature, you are deluding your- 
selves. You cannot do it for any great length of time. 

The question first — the announcement of the topic first, and not 
one of the forty in the recitation knows who is going to be called 
upon for the answer. Everybody is thinking about it, and when the 
attention has been on that sufficiently long, so that everybody has 
at least got some thought in his mind, then ask somebody to answer. 

A certain principal and I tried an experiment the day before yes- 
terday; it worked exceedingly well and favorably to the teachers. But 
I am suspicious that in a less heralding of the obvious purpose of the 
experiment it would not have worked so well. He said to me, "Let's 
try it." We went to eight different classrooms in rapid succession, 
and he asked the teacher in each class to give a thought question to 
be answered immediately. It is not easy for the teacher who is inter- 
rupted in this way, but though there was a little hesitation now and 
then — the most natural thing in the world — seven of the eight asked 
the question, got the attention, and then asked somebody to answer 
it. I am not giving a general rule of procedure which must never 
be broken. There is John Jones over there; he is a little rascal, and 
he is doing things that he has no business to do. You may jump on 
John Jones if you want to, because it does not do the other boys and 
girls any harm, and it does him a lot of good, probably; but what 
I am saying, is this, as a general rule of procedure, if you announce 
the topic or your question, and hold the attention of everyone until 
you are through and then call upon somebody to recite, you are get- 
ting the kind of attention that an efficient recitation needs. 

Now that carries with it a number of things. The machinery of 
conducting the recitation shall not be obvious ; the order of calling 
upon pupils shall not be obvious ; if the questions which you ask or 
the topics which you propound are not arranged so as to be progres- 
sive and cumulative, you are falling short of the measure of efficiency 
which is most necessary. The promiscuous kind of question means 
but very little. It does amount to something because it does call for 
attention, and response; that is a good deal, but why be promiscuous 
when there is plenty of material to utilize which will leade to some 
place that you will have to get to? When you are going in that di- 
rection let the order be one of progress. I refer briefly to the use of 
questions. It is a topic big enough for an hour's discussion. I shall 
refer very briefly to one other element of efficient questioning. Let 
the questions be those which really provoke thought and not simply 
acquiescence. 

Again I am reminded of old days. Not very many miles from 
the college that I attended, was another college for young ladies. 
The president of this college for girls conducted every Saturday morn- 
ing for a good many years a course in Bible study and Bible history. 
I do not know why, I cannot understand it ; I could if it had been 
a boys' college ; I am not trying to account for it, but these girls some- 
times did not pay very close attention, and one morning, he thought 
he would try an examination. Now the poor, innocent creatures had 



THE H. S. T. A. BULLETIN 65 

not been thinking about an examination, and they flunked, most de- 
plorably flunked. The story goes that one of them on the next Mon- 
day morning met the dignified professor in one of the corridors, and, 
grieving at her failure, fell upon his neck and wept ! I do not vouch 
the truth of this, but certain it is that that professor turned over a new 
leaf; he never tried that mean trick again, and every time, so the 
story goes, that he asked a question in the Bible history class, it 
was after this order: "Moses wrote the Pentateuch, did he not?" and 
I tell you it is an honest fact that Moses always wrote the Penta- 
teuch ! If you want to say a thing, ladies and gentlemen, why not 
say it. But what is the use of saying it and asking if it is not so? 
That is not a thought question. Neither is one which rehearses the 
facts and within itself gives the form and substance of the desired 
answer. Young people are quite naturally accommodating and al- 
ways willing to please ; if they know that a certain answer is wanted, 
don't you suppose you will get it? 

There are some other things that I want to say, but the time is 
passing. What I have been trying to dwell upon so far in this matter 
of drill, is that all of the pupils all of the time are to be kept busy in 
thinking of the matter in hand. 

If we take an exercise in rapid addition, which at the same time 
is to be accurate addition, obviously enough in a class of thirty or 
forty, some will be much more rapid than others. Do you think it is 
a profitable form of exercise to give four Or five columns to be added, 
and then wait until the slow ones — they must have the time for it — 
have added them, while in the meantime the rapid ones are through 
and are waiting? Is that fair to the faster ones. Is there any serious 
difficulty, anything unfair or improper in giving, say twenty or twenty 
columns devote the length of time you want to give to that exer- 
cise, and then let the test be the number of columns that they have 
to add accurately? Perhaps Mary Jones can add ten or twelve columns 
in the time that it takes John Smith to add four columns and get them 
right. Give each an opportunity to do that which he can do. 

In drill and review we need to use a great deal of topic work; 
that is perfectly obvious, of course, but these topics must be presented 
in such a way as to lead somewhere ; and the pupil must be held to 
giving the matter of the topic clearly and with reasonable complete- 
ness, both oral and written — and don't forget the oral. People talk 
very much more than they write, at least most people do, and while 
it is important that they should learn to write, it is also important 
that they should learn to speak. Am I old-fashioned and too particu- 
lar? I don't mind being old-fashioned ; but am I too particular when T 
say that, as a general rule, when a pupil is asked to recite, he shall 
stand, and when he stands that he shall stand, and then that he shall 
speak, so that he can be heard by every member of the class with- 
out difficulty, so that it is possible to hear what is said and at the same 
time grasp the significance of what is being said? Ts it too much to 
say that these things should be done? Is it too much to say that in 
this type of recitation or in the brief statement, that the statement 
shall be reasonably complete ; that the pupil shall be trained to organ- 
ize all of his thoughts which bear upon that particular subject and 
give them in their logical, clear, and definite way? Let us take some- 
thing very simple by way of illustration. We give in Latin drill in 



66 THE H. S. T. A. BULLETIN 

syntax construction, and the pupil speaks glibly of "ablatives of 
means," and "datives of possession," and "ablative absolutes," and 
"purpose clauses," and "result clauses." Quite too often that's all 
that we hear from the pupil. Grammatically considered, an "ablative 
absolute" is "absolute," but every one of these "ablative absolutes" 
has a purpose in the sentence ; and the purpose is to be stated if you 
are to know that the pupil knows what he is talking about. A "re-« 
suit clause" or a "purpose clause" tells precious little. 

Take another very simple form of drill. In exercises in French 
and German it has become a most desirable habit not to give synopsis 
with simply the subject and the verb but to include with the subject 
and the verb enough other words to have a little statement ; not simply, 
"he ran," but he ran in some sort of a way, or to some place, or some- 
thing of the kind. The pupil goes to the board and he writes the 
.first form right through, but in the second form he simply changes 
the form of the verb, and uses ditto marks for the rest. The purpose 
of that exercise is to train that pupil, not to think of the form of the 
verb, simply, but to think of it in the context and to use it in the 
context. Now ditto marks do not help him to think. A college class- 
mate of mine, now president of one of the universities in the State 
of New York, has the reputation, and reservedly so, of being one of 
the finest masters of English, oral and written, in the State and in 
the country. In a conversation, some years ago, without any ref- 
erence to his reputation in the matter, he said to a number who were 
discussing certain pedagogical things, that he attributed his ability to 
speak correctly to the habit which he was required to form in a Brook- 
lyn school when he was in his preparatory course : his teacher of 
English and the other teachers in the school compelled him to make 
complete statements everv time he said anything. 

In drill and practice, is it necessary that all of the pupils shall be 
working together all of the time? Most decidedly not. In my humble 
opinion if one person can do more let him do more. If one person 
needs to do something different it makes a little more trouble, but 
what of it? Yes, ladies and gentlemen, that's what we are here for: 
to give all the pupils all the opportunities and chances for drill that 
they can possibly get. 

There must be a sufficient amount of variety in a recitation of 
forty-five minutes to insure the attention and the co-operation of all 
the pupils in the class. It is well enough to say that pupils need to 
be trained to give close attention to one topic for forty-five minutes 
without variation. It is well enough to say that, but you and I know 
in our hearts that they won't and that they can't do it. Courteous 
as you have been all this time that I have been talking I know in my 
heart, as you know in yours, that you haven't been giving close at- 
tention to what I have been saying all the time. 

Other things being approximately equal, that teacher is the most 
efficient who seems to be doing the least, because the pupils are doing 
the most. 

Years ago when I was in charge of certain elementary schools 
there was a kindergartner in the corps who was one of the most skill- 
ful kindergartners that I ever knew, but who didn't seem to do any- 
thing. The emphasis is on the seem. The children were spontaneous 
during all the period of the kindergarten, from 9 to 12. Over and 



THE H. S. T. A. BULLETIN 6T 

over again I have sent kindergarten teachers who were busy bodies to 
watch that teacher. Some found what I hope they would find, and 
others didn't find it at all. 

To put yourself apparently into the background, at least enough 
to get the maximum amount of work on the part of the pupils, 
is high art in teaching. And that can't be done if you are occupy- 
ing the centre of the stage all the time. That don't do ; you should 
be the more or less hidden but compelling force behind, influencing 
their self-activity. 

What about these other items to which reference has been briefly 
made, courtesy, good breeding, the formation of right, and of high 
ideals? These are by-products which come only under certain con- 
ditions. 

Am I, are you, courteous in tone, in bearing, in manner? There 
can't be that atmosphere existing in a recitation room for 190 forty- 
five-minute periods in a year without that influence becoming per- 
manent and getting into the minds and hearts of the children. 

You remember the story of the contest of strength between the 
sun and the wind. It is an old story. It runs something like this. 
The wind challenged the sun to a contest; they were to determine 
which was the stronger by finding out which one of the two could 
more quickly take off a certain man's overcoat, as he was walking 
along the road. The wind blew and the man shivered. And the 
wind blew and blew some more. The man buttoned up his over- 
coat and it blew with greater ferocity, and with a keener edge ; and 
the man thrust his hands into his pockets and pulled his coat around 
tighter. 

When the wind gave it up, the sun came out and smiled, that's 
all, just looked down and smiled at the man. Pretty soon his coat 
collar came down, and then he unbuttoned his coat, and the sun 
smiled some more; then the coat came off. That kind of an influence 
is the kind which is tremendously powerful. 

All of these things, when transplanted into heart and soul, grow 
into the best kind of manhood or womanhood. 

What about the teacher's preparation, — just a word. The 
teacher's preparation must first be comprehensive ; not simply a day- 
by-day preparation, and second, and don't forget the second, it must 
be daily. The preparation which is not daily, which is not fresh, is 
far short of what is absolutely necessary. 

I know I am speaking platitudes but sometimes platitudes are 
the very things that we need most. I remember the years when I was 
a class teacher and I remember how I used to have a little memoran- 
dum in my hand as Istood in the hall waiting for classes to pass 
that I might get a last quick glimpse of the things that I wanted to 
nresent, — the things I wanted to have the pupils do, so that these 
things were not in the back part of my mind but away up in the 
front, when the pupils and I got together. It is absolutely essential, 
ladies and gentlemen, that preparation must be not only broad and 
comprehensive, but also fresh and daily and immediate. And then 
again it must be from the pupil's standpoint and not the teacher's. 
Every review if it is effective is a new view, and every view must 
be from the pupil's standpoint if the pupil is to be the gainer. 



■68 THE H. S. T. A. BULLETIN 

EFFICIENCY OF THE FIRST ASSISTANT. 

By Alfred C. Bryan, President of Association of Male First Assistants, 

Before the High School Teachers' Association of New York City. 

There is an opportunity for a many-sided usefulness of the office 
in New York schools, if desired. 

A. As general administrative aids of the principal. 

B. As heads of departmental organization. 

A. — i. In the generl activities of the school there are many func- 
tions which might to advantage be placed under the eye of the first 
assistants, thereby concentrating general oversight of these activities 
and bringing them in closer touch with the principal ; e. g. athletics, 
literary clubs, debating clubs, school paper, etc. 

2. The first assistant and the departmental organization are a 
convenient means of distributing information and instructions to 
teachers and of assembling reports, etc., where sufficient clerical help 
is not available. 

3. Matters of discipline are assigned to first assistants in some 
schools. 

B. — Departmental Management. 

1. Systematize the business side, the provision of proper equip- 
ment, to economize the time and effort of all. 

2. Departmental records, which may become of value, should 
be carefully preserved. While seemingly valueless, these depart- 
mental records in the aggregate become a mass of most important 
first-hand material. The Hanus Committee asked for just this sort 
of material ,and the superior merit test requires detailed evidence of 
a teacher's work extending over six terms. 

3. The course of study should receive constant attention. The 
adaptation of the course to locality, to special school, to sex, to par- 
ticular class and to advances of scholarship is really never completed, 
and this attitude toward the course assists in breaking down the 
idea that a text-book is a course of study. This subject may well 
be discussed at length in the departmental meeting and experiment 
arranged. 

4. The supervision of classroom work seems to transcend in im- 
portance all other features of the first assistant's work. There is 
little provision for supervision of the teacher's work in New York 
City. Obviously, the superindents and principals cannot do it. 

(a) Again in America there is little suitable training for the 
secondary school teacher. Compare with this condition the work of 
the German and Scandinavian Gymnasial Seminar. The New York 
City examination aims to correct this by requiring experience. De- 
ficiency of knowledge is not so common as faults in class manage- 
ment, definiteness of aim, skillful questioning, versatility in class- 
room devices and approaches. 

With our rapid changes in personnel the task of developing the 
immature teacher to efficiency is a great one, and it would seem that 
the burden in the main must fall to the first assistant. 

(b) The improvement or maintenance of efficiency, if provided 
for at all, rests on the casual visit of the first assistant and frequently 
bears little result. Why should not the first assistant hear an en- 
tire recitation of every teacher at least once a month? and why should 
not the first assistant be readv with devices to make tests, from time 



THE H. S. T. A. BULLETIN 69- 

to time, which result in some conclusion of value — such tests as of 
definiteness of lesson assignment, character of questioning, stimula- 
tion of thought, emphasis in teaching, summarizing, drill, interest and 
attention of class, reaching all the class, use of time, use of illus- 
trative material, teaching how to study, etc., if these are fundamentals 
of method and management? The results of such tests would form 
the basis of free and helpful discussion in the departmental meeting, 
and they should, moreover, be made accessible to the principal in- 
convenient form. 

5. The departmental meeting seems to lack vitality and to play 
no part outside the dull routine of departmental business. 

(a) May it not become the center of self-analysis and of de- 
partmental analysis, and therefore the place for suggestion and dis- 
cussion, the starting point of experimentation and the final proving 
ground of real advance? 

(b) Do the departmental head and every teacher contribute con- 
structive suggestions frequently? and do they always have in prog- 
ress at least one experiment relating to the course of study, class 
management or method? 

(c) The departmental meeting may be a stimulus to growth and 
to the development of professional spirit. Consideration of school 
and departmental problems, new educational or scientific tendencies, 
research work by members, critical reviews of writers, timely ques- 
tions, and the educational magazines are some suggestions for accom- 
plishing these ends. 

II. 
The usefulness of this office seems to be impaired by vagueness 
in the definition of its functions and lack of uniformity in practice. 
Therefore, inasmuch as the whole range of duties of the first assistant 
lies, by the rule of the Board of Education, in the hands of the prin- 
cipal, subject to approval by the Board of Superintendents, and no 
definition of these duties has ever been made, as far as we can learn, 
would it not promote the efficiency of the first assistant and of the 
teaching staff as a whole, if : 

(a) Some definition of their status and duties were laid down, and 

(b) A plan of greater uniformity were adopted in the schools 
which would make the first assistant an organic and vital part in the 
organization of the school? 

Such a plan would at least offer opportunity for effective de- 
partmental organization. 



ELOCUTION TEACHERS. 



The Elocution teachers of the High Schools of Greater New York met for 
organization in Room 201, High School of Commerce, at ten o'clock A. M., Sat- 
urday, December, 7, 1913. Nine teachers, representing eight different schools, 
were present. 

Mr. Raymond N. Kellogg, of Morris High School, was elected Chairman, 
and W. Palmer Smith, of Stuyvesant High School, as Secretary. A program 
committee was elected, consisting of Mr. Kellogg, Mr. Smith and Miss Ada Web- 
ster Ward, of Jamaica High School. 

These elections were followed by an informal discussion of: (1) uniformity 
of the Oral English work in the New York High School, (2) how to meet the 
new Regents requirements, (3) the outlook for making Oral English a distinct 
department in the New York City High Schools. 

Respectfully submitted, W. PALMER SMITH. 



70 THE H. S. T. A. BULLETIN 

DIRECTORY OF HIGH SCHOOLS OF NEW YORK CITY. 

Principal oe 
School Telephone Location Teacher in Charge 

of Annex. 

Bay Ridge 711 Bath Beach.. 86th st., near 18th av. (P. S. 

101) Harry A. Potter. 

Annex 1273 Bay Ridge. . 92d st. and Gelston av. (P. S. 

104) 

-Boys' 690 Bedford Marcy and Putnam avs. and 

Madison st James Sullivan. 

Bryant 40 Astoria Wilbur av., Academy and 

Radde sts., L. I. City Peter E. Demarest 

Annex 1146-W Astoria .. Van Alst av., near Flushing 

av., L. I. City (P. S. 7) . . 

Bushwick 13 Bushwick Evergreen av., Ralph and 

Grove sts. (P. S. 75) Frank Rollins. 

Annex 5055 Wmsburg. . .St. Nicholas and Willoughby 

■ avs. and Suydam st. (P. S. 

163) William T. Morrey. 

Annex 7411 Prospect . . . Ryerson St., near Myrtle av. 

(P. S. 69) Julius M. Johnson. 

Annex 3514 Bushwick. .. Quincy st.. near Stuyvesant 

av. ' (P. S. 129) Lewis B. Semple. 

Commercial 3732 Bedford .... Albany av., Bergen and Dean 

sts William Fairley. 

Annex 7736 Bedford Bedford and Jefferson sts William E. Doggett. 

"Curtis 351-J Tompkins- Hamilton av. and St. Mark's 

ville pi., New Brighton (Vacant). 

Annex 922-J Tottenville. .Academy pi., Tottenville (P. 

S. 1) 

De Witt Clinton. . .4175 Columbus. .. 10th av., 58th and 59th sts. John L. Tildsley. 
Eastern District ... 4565 Wmsburg.. Marcy av., Rodney and Keap 

sts William T. Vlymen. 

Annex 1715 Greenpoint . Havemeyer, N. 6th and 7th 

sts. (P. S. 143 Anna L. Phillips. 

Erasmus Hall 288 Flatbush Flatbush av., near Church av. Walter B. Gunnison. 

Far Rockaway 95 Far RockawayFar Rockaway Sanford J. Ells- 
worth. 

Flushing 321 Flushing Sanford av., Flushing John Holley Clark. 

Girls' 372 Bedford Nostrand av., Halsey and Ma- 
con sts William L. Felter. 

Annex 5926 Prospect ... St. Mark's and Classon avs. 

(P. S. 42) M. Ellen Barker. 

H. S. of Commerce. 2658 Columbus. .. 65th and 66th sts., west of 

Broadway James J. Sheppard. 

Annex 8114 Bryant 120 West 46th st. (P. S. 67)Alfred C. Bryan. 

Jamaica 165 Jamaica Hillside av., Jamaica Theodore C. Mitchill 

Manual Training. . . 1380 South 7th av., 4th and 5th sts Charles D. Larkins. 

Annex 24 South Prospect av., opp. Reeve pi. . . Charles Perrine. 

Annex 2627 Main Duffleld, Johnson and Gold sts.Arthur L. Baker. 

Morris 605 Melrose 166th St., Boston rd. and 

Jackson av John H. Denbigh. 

Annex 2360 Melrose Mott av. and 144th st. (P. 

S. 31) Irving A. Heikes. 

Annex . i 643 Westchester. . Randolph, St. Lawrence, 

Hammond Aves. (P. S. 47) Gilbert S. Blakely. 

Annex 5634 Tremont. . . . 196th st, Bainbridge and 

Driggs avs. (P. S. 46) .... 
Newtown 40 Newtown Elmhurst James D. Dilling- 
ham. 

Annex 122 Newtown Elmhurst (P. S. 89) 

Richmond Hill 26 Richmond HillElm st., Richmond Hill Isaac N. Failor. 

Stuyvesant 3739 Stuyvesant . 15th and 16th sts., west of Ernest R. von Nard- 

lst ave roff. 

Wadleigh 1892 Morningside. 114th and 115th sts., west of 

7th av Stuart H. Rowe. 

Annex 4865 Harlem 138th st, west of 5th av. (P. 

S. 100) Katherine A. Speir. 

Washington Irving. 3292 Stuyvesant . Irving pi., 16th and 17th sts. William McAndrew. 

Annex 2446 Stuyvesant. 34% East 12th st Helen L. Cohen. 

Annex 3332 Spring 146 Grand st Idelette Carpenter. 

Annex 4666 Schuyler 82d st. and West End av. (P. 

S. 9) Rachel Bergamini. 

Annex 4061 Chelsea 60 West 13th st Mary V. Linden. 

Annex 5809 Lenox 88th st, east of 1st av. (P. 

S. 66) Ida G. Galloway. 

Annex 1612 Chelsea 140 West 20th st. (P. S. 55)Eleanor Nightingale. 



THE H. S. T. A. BULLETIN 71 

Brooklyn Training 
School for Teach- 
ers 1601 Bedford . . . .Park pi., west of Nostrand av.Emma L. Johnston. 

Jamaica Training 
School for Teach- 
ers 1630-J Jamaica .. Flushing and Highland avs., 

Jamaica Archibald C. Mc- 

Lachlan. 
Manhattan Trade 

School for Girls. 3791 Gramercy. . .209 East 23d st Florence M Mar- 
shall. 
New York Training 
School for Teach- 
ers 1332 Harlem 119th and 120th sts., west of 

7th av Edward N. Jones. 

New York Nautical 

School Foot of East 24th st Harry M. Dom- 

baugh, Supt. 
Vocational School 

for Boys 138th and 139th sts., west of 

5th av. (P. S. 100) Charles J. Pickett. 



OFFICIAL BULLETIN 

of the High School Teacher's Association of New York City. No. 38 

No. 38. SATURDAY, MAY 3, 1913 

The Board of Representatives, on May 23, 191 1, empowered the Executive 
Committee to issue a Bulletin monthly, instead of four times a year. 

THE FOURTH GENERAL MEETING FOR 1912-1913 will be 

held Saturday, May 3, 1913, at the High School of Commerce. 
DEPARTMENT MEETINGS begin at 10 A. M. Besides the pro- 
grams as given below, there should be in each Section an election 
of Chairman for 1913-1914. 
GENERAL MEETING begins at 11 A. M. in Auditorium. 
ORDER OF BUSINESS: 

ELECTION OF OFFICERS FOR 191-3-1914. 
REPORT OF OFFICERS. 

REPORTS OF CHAIRMEN OF COMMITTEES. 
DISCUSSION OF RECOMMENDATIONS OF HANUS 

COMMITTEE. 
LARGE vs. HIGH SCHOOLS OF 1500. 
SPECIALIZED vs. COSMOPOLITAN HIGH SCHOOLS. 
DISCUSSION opened by Mr. Frederick Paine, Eastern Dis- 
trict H. S. 
NEW BUSINESS. 

WILLIAM T. MORREY, President. 
AGNES CARR, Secretary. 

DEPARTMENT MEETINGS, 10 A. M. 
ANCIENT LANGUAGES— Room 534, Dr. Walter E. Foster, Stuyvesant 
High School, Chairman. Discussion of question: 

In your opinion, is it possible so to modify our first year work that 
the returns from one year's study will be decidedly more profitable? 
What should be the work of this department for 1913-1914? 
Election of Chairman for 1913-1914. 

BIOLOGY — Room 301. Mr. Harvey B. Clough, H. S. of Commerce, Chair- 
man; Frank Merrill Wheat, DeWitt Clinton H. S., Secretary. 

"Activities in Hygiene at Columbia," by Prof. George L. Meylan, 

Head of the Department of Physical Education in Columbia University. 

In the light of recent agitation toward sex hygiene, come and hear 

- Dr. Meylan tell what is being done in Columbia for undergraduates, in 

this and other lines of Physical Education. 

Election of Department Officers for 1913-1914. 

BOOKKEEPING SECTION— Room 303, Joseph J. Klein, Richmond Hill 
High School, Chairman. 

"The Formation of a Commercial Teachers' Club or Association." 

The meeting starts at ten promptly in order to afford ample time 
for thorough discussion before the General Meeting. 

Election of Chairman for 1913-1914. 
ELOCUTION— Room 201, Mr. Raymond W. Kellogg, Chairman; W. Palmer 
Smith, Stuyvesant High Schoool, Secretary. 

AU teachers of Elocution, Voice Culture and Oral Expression are 
cordially invited. 

Report, of committee of five on New Syllabus. General discussion. 

Election of chairman and secretary for 1913-1914. 



74 THE H. S. T. A. BULLETIN 

HISTORY AND ECONOMICS— Room 205, Miss Antoinette Lawrence, 
Jamaica High School, Chairman. 

Plans for treating the Ancient History portion of the New History 

Syllabus. . TT . . 

Report by Alfred C. Bryan, Head of Department of History, High 
School of Commerce. 

Election of Department Officers for 1913-1914. 
MODERN LANGUAGES— Room 401, Co-man Dudley Frank, DeWitt Clin- 
ton High School, Chairman. 

This section this year has broken all the Association records for 
attendance. At the first meeting of the year there were 68 in attendance, 
and at the second the number present was 73- The May meeting should 
prove as interesting and as inspirational to just as large a number, for 
there will be a practical discussion of the subject: 

"The Auxiliaries in Modern Language Teaching and how to get the 
greatest good from them." The "Auxiliaries" include dramatic produc- 
tions, clubs, newspapers, international correspondence, etc. 

Actual experiments will be described by Miss Moskovits, of Wash- 
ington Irving; Miss Hall, of Morris; Miss Kuhn, of Eastern District; 
Mr. Bierman, of DeWitt Clinton, and Dr. Zick, of Wadleigh. 
Discussion will follow. 
Election of Chairman for 1913-1914- 
PHYSIOGRAPHY— Room 506, Mr. Kirk W. Thompson, Jamaica High 
School, Chairman. Preparation of Questionaire. 

Time. How it is gotten at Washington and how it is distributed 
through the United States. — Kirk W. Thompson, Jamaica High School. 
Election of Chairman for 1913-1914. 
SHORTHAND— Room 216, Edwin A. Bolger, Commercial High School, 
Chairman. 

Paper on History of Shorthand, by Dr. Frederick Beggrau. 
Election of Chairman for 1913-1914. 
MATHEMATICS— Room 304, Elmer Schuyler, Bay Ridge High School, 
Chairman. 

"What use shall we make of the History of Mathematics in the High 
School Course?" 

Election of Chairman for 1913-1914. 
MINUTES OF THE GENERAL MEETING, MARCH 1, 1913. 
The High School Teachers' Association met at the High School of Com- 
merce on March I, the general meeting following the section meetings called 
for ten o'clock. 

The minutes of the January meeting were read and adopted. The treas- 
urer reported 431 members, and balance in the trasury,$4oi.29. 

President Morrey announced from the February meeting of the Board of 
Representatives that action had been taken favoring the resolution presented 
by th Principals' Association that rank and pay of first assistants in high 
schools depend on successful passing of examinations, and not upon subse- 
quent appointment to position; and authorizing the publication of the Hanus 
reports for members of the association. 

The president then referred to the meetings of the last two years which 
have been devoted to the study of various forms of efficincy, by means of 
which the association has been prepared to discuss in this meeting its highest 
type — moral efficiency. For the presentation of this subject the association 
wsa most fortunate in having present the Hon. Frank Moss, Assistant District 
Attorney. 

Mr. Moss's address was so encouraging, sympathetic and inspiring, so 
illumined by his warm and genial and helpful spirit, that it was with a deep 
sense of gratitude the audience expressed its apprecation by a rising vote of 
thanks. [Printed in this Bulletin.] 

Dr. Harvey, of the Board of Examiners, followed with a survey of the 
methods pursued in many schools for attacking this problem with organized 
effort. [Dr. Harvey's address will be published in the Bulletin.] 

Some discussion followed Dr. Harvey's paper, and Mr. Moss than closed 
the meeting with a splendid picture of civic righteousness. 

(Signed) AGNES CARR, Secretarv. 



THE H. S. T. A. BULLETIN 75 

HIGH SCHOOL AND MORAL EFFICIENCY. 

An Address Delivered Before the High School Teachers Association 

of New York City March i, 1913, by Hon. Frank 

Moss, Assistant District Attorney. 

Reported by Mr. Horace G. Healey, High School of Commerce, Official 
Stenographer of the H. S. T. Association. 

We love to state the greatness and the richness of our city, and 
we do it usually in terms of finance. The figures hardly suffice to 
show the financial greatness of our city. Officials of this city meet 
and their intelligent activities are co-ordinated to increase the resources 
and the powers of the city. Chambers of commerce and boards of 
various kinds unconnected with the city government meet together 
to consider the problems of commercial supremacy, and their thought 
and action are in co-ordination with the thought and action of the 
city fathers. The statistics pile up, and as we read them we are filled 
with enthusiasm — stocks and bonds, railroads and terminals, streets 
and waterways, harbors and docks. The Department of Docks has 
a program — not official as yet — but looking ahead for one hundred 
years, for the development of the harbor and the mantaining of New 
York as the principal seaport. Studies have been made concerning 
the harbors of other cities. Statistics have been obtained to show how 
certain improvements have resulted in the enlargement and the ma- 
terial growth of those cities. The true wealth of the city is not in its 
material resources. The hope of the city is not in those things ; 
the hope of the city is in the character of its citizens. The hope of 
the city is in the ideals of its citizens. The hope of the city is in the 
creation and maintaining of civic pride. The hope of the city is in 
the creating and maintaining of civic patriotism. Patriotism we 
understand well in its application to the nation ; quickly it is appre- 
hended by the children in our schools who salute the flag every morn- 
ing; but it must be applied to the city. We must learn and we must 
teach the truth that patriotism which is nation-wide is defective unless 
it burns the warmest and the truest in the city where we live. The 
program for he enlargement of our city's greatness, the foundation for 
the building of the greatness that is and that is to come, must be in 
the lives of the children and the youth of our city. Our boys and girls, 
our young people, are our chief asset. In the development of that asset 
we should put the best of our thoughts, give the best of our endeavors. 
To combinetions and co-ordination of effort, to develop material 
resources, there should be added combination and co-ordination of city 
officials, societies, Sunday-schools, and educators ; co-ordination of 
thought, of effort, and of planning, looking and reaching far into the 
future, for the building up of our children and our youth in efficiency 
and in ethical and patriotic ideals ; not only that they may be able to 
make money, and to carry on business, but that thev have a love for 
their city and a devotion to its best interest, that will' make them de- 
fenders of its honors, and maintainers of its goodness. It is of these 
matters that we/ are the least thoughtful. I do not say this, so much 
of you, for you are working with and for our youth all the time. I can 



7 6 THE H. S. T. A. BULLETIN 

go into many gatherings in this city and exonerate the people, those 
people from this criticism. Though there are many such gatherings 
as this, there is not co-ordination and co-operation on the scale required 
b the demands of. the situation; — certainly not when compared with 
that which is applied to the problems of our city material resources. 

I sav to you, friends, that to take the boys and girls in this city 
of preat business and of great opportunities and to teach them how to 
do business and how to make money is not enough. It may be a very 
dangerous thing to teach young people how to do business and how 
to make money, and to neglect the inculcation of ethical ideals especial- 
ly. We cannot teach religion in our public scvhools. The Sunday- 
schools are supposed to do that ; but they are not as efficient as they 
ought to be ; they have hard work to maintain efficiency against the 
irreligious and money-making tendency of our time. We cannot teach 
religion in our schools as they do in Germany where spiritual educators 
are provided by large religious bodies and children are expected to 
make their choice as to religious instructions and to receive religious 
instruction. We don't want that, but we lose a great deal of the ideal- 
istic teaching that comes through religion and a way to supply it must 
be found. 

For a number of years, during a period now past by, the cheap 
amusements of the city were vicious, demoralizing, indecent. Some 
of us predicted that the city would reap a bad harvest, — and it did. 

Many young people going into the five and ten cent, — and even 
the penny — shows that were popular during that time, saw demoraliz- 
ing and degrading pictures, and they naturally developed vitiated ideas. 
The city has reaped a miserable harvest of miserable things as the 
result of the condition in that period. I do not know of a more inspir- 
ing event that ever happened in this city than that which occurred 
in the'latter part of Mayor McClellan's administration. A number of 
good people knowing what was going on and what it meant in the 
lives of the young people of the city, came together and the result of 
their deliberation and co-operation was a gathering of citizens in the 
Aldermanic chamber at the City Hall. Mayor McClellan sat on the 
high seat, and there were representatives of every sort of decent 
organization in the City of New York. The Cardinal was represented, 
the Jewish people were represented, the, Protestants in all the various 
denominations were represented as were the Youn Men's Christian 
Association, the Young Men's Hebrew Association, the Society for 
the Prevention of Cruelty to Children and other societies. They said 
to the Mlayor, "We stand here for the children and youth of our city ; 
we stand on a common platform ; we are here regardless of religious 
and political differences which have separated us in the past ; we make 
one common appeal to you : That something be done with these cheap 
amusements which shall not wipe them out but shall cut out the de- 
moralizing features, that our young people may be spared that kind 
of education.'* The Mayor responded magnificently, and acted 
promptly. 

The measure which he adopted was the measure of the time. It 
was the only one which he could take at that moment. These people 



THE H. S. T. A. BULLETIN 77 

retained their combination and they put before the legislature two 
bills which were enacted in obedience to the combined demand of that 
sound public spirit in this city. The result of those laws has been the 
removal from the picture boards and theatre boards advertising of 
demoralizing pictures, certain shows and entertainments. I speak of 
that as an illustration of what ought to be and can be accomplished 
when people combine in that way, and the resulting improvement in 
young life. May I illustrate again. For two or three years in our 
city the demoralizing of young life has been going on in another way. 
You will understnd that I don't come here to criticize any official or 
department of the city government ; but you, as educators, want to see 
things in a broad way, so I speak of it. The re-arrangement of the 
Police Department has left in a large degree the growing youth of our 
city without police oversight or control. There has been a great in- 
crease in gang life, and I suppose you know it. There is an increase 
in the tendency for boys to run together in large numbers in the city 
and to perpetrate small offences and small crimes, growing in their 
character and in their extent until they become very serious. Officially 
I have had to investigate that condition in the county of New York. 
I have had information from hundreds of people. I have examined 
records of the Police Department. I say that many districts in our 
city in the last two or three years have been terrorized by gangs of 
voting criminals who have committed robberies, burglaries, and some- 
times murders. It would make your heart bleed to see how young 
are many of the hardened criminals we have to deal with in the major 
criminal courts of this county. The gravest crimes known to our law, 
are being committed by mere boys. The young criminals who have 
been most in the public eye of late, those who have done the hardest, 
the wickedest things in the city, in popular estimation, are products of 
our city life. Some of them are graduates of our schools, born here, 
educated here and they should have been saved to good citizenship. 
Several of them I know came from good families and I smypathize 
with them in their sorrow. 

The stories that have been told me by parents of the way their 
boys, and their girls too, even while attending public schools, — even, 
while in high schools, — and shortly after going out. — have been sucked 
in by the whirlpool of vice so that parental restraint was of no use, 
so that good influences were useless and powerless, so that young 
people were drawn away from the arms of parents and out of their 
homes, out of the schools and out of the Sunday-schools and dragged 
into the ranks of that system of crime which is being maintained and 
which fattens on young life. I know a clergyman, a very practical 
man who lives in a densely populated locality. His church work was 
much impeded by the actions of a lot of young loafers in the neighbor- 
hood. He found there was two crowds of them. He determined to 
reach them, and began by showing a kindly interest in their leaders. 
He found the leaders of these two gangs and approached them. 

To the first young captain he said, "Well, you are the leader of 
your crowd. What is the name of it?" 

"We are the Young Toughs," was his answer. 



;S THE H. S. T. A. BULLETIN 

He asked the other leader, "What is the name of your crowd?" 
and he said, "We are the Young Crooks." 

Those titles represented the ideals of the young men of those' 
streets. I mentioned that to a friend of mine, a man of some import- 
ance in the city and he said, "I know that locality. I used to live 
down there. My father had his business right there. I like to go 
down there. One Sunday I saw some carriages pass, a youth was 
standing on the curb. I asked him, 'What does this mean?'. He 
looked at me and snarled, 'Ah, you do not belong in this part of the 
town. Go uptown where you belong!' " There was down there a feel- 
ing that they were entitled to their sort of life, to their notions of 
prosperity, to their notion of success, and they didn't want to be dis- 
turbed by good manners. The supremacy of our city as a business 
center, the wonderful power and influence that men feel here in politics, 
in business, and all sorts of life, appeal powerfully to young people, 
and they discover that nothing suceeds like success. They discover 
that men may amass fortunes and nobody will question very strongly 
as to how they got them. No man is foolish eoough to ask another 
how he "got it." A teacher told me that she received aletter from the 
father of one of her children enclosing three dollars. The letter read: 
"Enclosed please find $3. Promote Johnny. (Laughter.) Why not 
Why not? Do you suppose that the only graft in the city of New 
York is in the Police Department? (More laughter.) If you think 
it is, just ask the boys and girls, they will tell you you are wrong. 

One of the greatest lessons I ever received was in a conversation 
with a police captain. The point he made was so evident 'in its con- 
nction with the Police Department, that I speak of it now. I said to 
him, "Captain, you belong to the 'Old Guard.' You seem to have a life 
tenure of your position. Police commissioners come and go frequently, 
but men like you stay on forever. Please tell me what kind of a police 
commissioner you like best." He answered, "We like a nice respect- 
able gentleman who doesn't know that he is alive." "Explain that to 
me," I said. "Well, you see people will say that he is all right and 
everything must be right. While he stands there in front, we police 
do the business behind his back." Then I said, "Captain, why do you 
fellows take this dirty money?" He answered, "Wouldn't we be fools 
if we didn't? Everybody in New York works his job, even the min- 
isters." "Do you believe that?" said I. "I know it," he answered. 
"But the money is so dirty," I responded. "That makes no difference, 
we fumigate it," was his cynical answer. 

Just think of that. He was right in a very large sense. The graft 
disease is a general disease, and the police know: it. Police graft is a 
symptom of that general disease. The police have more opportunities, 
more temptations and their system is worked out more carefully than 
others. A great many of them really think that they would be fools 
if they didn't take it. If they get dirty money it may be fumigated ; 
all they fear is being caught in the meshes of the criminal law. 

There was a rather rough story told me yesterday about some 
money that was offered to a clergyman. At least, a man had the money 
and the clergyman said, "You might as well give that money to me 



THE H. S. T. A. BULLETIN 79 

for the church." The fellow who had it rather tauntingly said, "If you 
knew where this money came from you wouldn't want it;" to which 
the clergman responded, "I would bless it." That may have been true 
or it may not; but if men and women have those notions don't you 
believe boys and girls have them? Don't you believe those notions 
of the path of success are well understood and well followed? 

This city of ours is the heart of the country. The impulses of its 
heartbeats go out through the arteries not only of commerce but also 
of thought and action and are felt in the remotest quarters of the 
naion. When New York goes wrong other cities go wrong. 

In the past the crooked combinations in other cities wanting to 
know what is being done in New York have sent their agents here 
to study and report. I am thankful to say that when we have suc- 
ceeded in smashing dishonest systems here, good men in- other cities 
have studied our plan, the New York, and used it. Courage and civic 
patriotism "are catching" too. 

I said that for two or three years boys have not been properly 
supervised by the police. There is no police guard for the boys. 
Detective powers have been taken away from the uniformed police, 
and they are only little more than watchmen. They are not supposed 
to do detective work, and are not allowed to do duty in "plain clothes." 

Detective work is confined to five or six hundred men scattered 
over the city in various precincts. When we come to the duty of con- 
trolling street boys and breaking up gangs, the police who are in uni- 
form have no effective powers. When the boys see a uniformed police- 
man a block away they disappear. The detectives who work in plain 
clothes haven't the time to do it. So we have had boys committing 
crimes and terrorizing neighborhoods, unrestrained and uncontrolled 
by the police. I know localities, precincts and people involved. I 
am hot speaking at random. 

The public schools, the main body of public schools and especially 
the high schools are the principal places where we come in touch 
with the young life in this city at its crucial and critical period. It 
devolves upon you and your institutions to supply the young with the 
proper sort of moral training, so far as it can be done. You cannot 
wait for city fathers to take up the problem ; you have got to take it 
up where you are, as best you can. But if you see the large problem 
and if you become filled with a vision as you ought to be, with the 
great power and influence which are in your body, you will push out 
for co-ordination and co-operation in the great work of idealizing the 
lives of our young people. The Ten Commandments reveal the moral 
principles of life. They are fundamental to human nature, not because 
they are written in any religious book, but because they are in the 
structure of human life. Teach them as the chart of successful life. 
Explode that infernal doctrine which we hear everywhere, that nothing 
succeeds like success and that a man's position is to be measured by 
what he has. Put into young life, the ideals, and the ethical principles 
which will make them see that real success is in being upright and 
true and in being able to keep company with one's self unashamed 
through life. Less and less have parents the ability to cope with the 



So THE H. S. T. A. BULLETIN 

difficulties of young life in the city. Their children get oway from 
them. Environment is more potent than parental influence. So the 
schools must increase as moral factors. 

What is .very greatly needed in our city is the touch between 
teacher and- scholar that used to be. It is now a matter of great diffi- 
culty. I speak my wish that it might come again. Here and there 
I find a teacher who says he has it in his class ; but I find generally 
that a teacher has to work very hard for it or perhaps has some extra- 
ordinarv fire of enthusiasm that finds a way or makes it. 

With the great crowding that you have, the immense number of 
pupils that have to be taken care of, the inadequacy of the system to 
handle the large numbers that come, the constant rolling up of the 
number of pupils with the inadequacy of the provision for them, the 
short time that you have with them, the large numbers you have to 
handle so that often you don't know their first names; the persoal con- 
nection grows weaker and weaker. When I was a boy I went to 
school in "old 49" and my teacher was James R. Pettigrew, dear old 
Jimmie Pettigrew. I had the good fortune to be a member of his class 
before he became principal ; we had a year with him. One day he sud- 
denlv jumped up from his chair and said: "Boys, I want to say some- 
thing- to you. Don't ever say anything that you wouldn't like your 
mother to hear. Don't ever go where you wouldn't take your mother. 
Don't ever do anything that you wouldn't like your mother to know." 
Here I am fifty-three years old ; I was about thirteen at that time, 
and that is one of the sharpest points in my memory. Another day 
he said : "Boys, if I was a business man and one of you come to me for 
a position what do you think I would do. I'd look at your feet. What 
for? To see if your shoes were blacked. Do you think I would look 
at the front of your shoes? No ! I would make you turn around and I 
would see whether you blacked the backs of them, also." 

That is just an illustration of the way a teacher may get next to 
his boys if he has time and knows them well. 

Recently I had the occasion to speak to the principal of a school 
about a small annoyance and I said : "Suppose you just put that mat- 
ter before the boys and put them on their honor, wouldn't that be 
enough?" He answered: "Not in these days with these scholars; they 
have no honor." Why, when Jimmie Pettigrew put us on our honor, if 
one of the boys broke that pledge the others would jump on him. That 
was because of the bond that existed between the teacher and the 
scholars. We felt responsible for the honor of that class. Our teacher 
managed to get it into us and we learned honor in that way. I don't 
mean to sav that it isn't done now. I don't mean to say that the case 
I mentioned is a typical one ; I don't know whether is it or not. But we 
have got to find some way to put honor into the lives and hearts of our 
young people, and it seems to me that if they take the pledge for civic 
honor as they do for the glory of the nation, it will be easy to put in 
their minds the thought of the honor of our city ; and to bring it will 
be easy to bring the power of national patriotism down upon our city 
life ; as we concentrate the rays of the sun with a burning glass till 
we set fire to things. It ought to be possible to do it. I am sure it is. 



THE H. S. T. A. BULLETIN 81 

I don't know of anything that has happened since that meeting 
with Mayor McClellan that has given me more joy than the recent 
exercises in the College of the City of New Yoik. There they gradu- 
ated seventy-seven young men and every one of these young men 
took a pledge to stand by the city of New York, in the form of the 
Athenian oath of old. As each young man took the oath, the arms of 
the city were pinned upon his coat sleeve, and he went out as though 
he were an oath-bound knight, having sworn that he would uphold the 
city and he would look upon all other citizens as brothers, that he 
would do no act which would bring shame upon the city. 

We do not need to discuss religion with our young people. We 
don't need to get on any danger line, but when we discuss unselfish 
devoted patriotism we are pretty near the heavenly city, we are getting 
pretty close to religion, and we are getting to a religion that holds us 
all. No danger of prejudice and hatred on that line. I am longing for 
the day when opposed to the criminal system in this city will be a 
system of goodness established and developed by strong and brave 
men and women loving their city. As they go to other cities in this 
country they will not need to be ashamed of New York, and when New 
York is named they will stand just so much taller. They will believe 
in the city and stand for the city because it is the greatest aggregation 
of human units in the world, because the battles of civilization are 
being fought out in this city as nowhere else, and because it is good co 
be in such a struggle. We must reach the point in our city when all 
these ereat matters which affeact the conditions of men must be at- 
tended to by all good people, whether they be Christians or Jews, Cath- 
olics or Protestants, religious or non-religious, Democrats or Repub- 
licans, or Progressives ; whether they originated in Germany, Italy, or 
Ireland, or any other country. We must stand together and work out 
our common interests and fight this battle for civilization in which the 
whole world is interested. The one thing that will enable this mighty 
combination to exist and to endure will be our common interest in our 
boys and girls. That common interest brings us together and holds us 
to gether and enables us to reach a common brotherhood in our cos- 
mopolitan city — a common citizenship in which we put our pride and 
our love. 

The thought that I want to leave with you is that the develop- 
ment of the great resources of our city, the development of heart 
and soul in our young people, the forming out of it all of a new 
and glorious citizenship, the development of a great pride in our 
city and a deep love for it. It will be glorious to be called a New 
Yorker. 

I have a vision of a New York that is to be glorious — opulent, 
patriotic — meeting its duties, rising to its privileges, where the bat- 
tle between Right and Wrong will ever be manfully waged by a 
puissant host of good citizens knit together by the bond of citizen- 
ship in the great city which they love and to which they give their 
best powers. The standards of human life will be elevated and 
the nation will be blessed because the noble life developed out of 
the well-fought struggle ever and ever will raise the standard of 



82 THE H. S. T. A. BULLETIN 

moral living, and will send forth through the arteries of all the 
nation the impulses and the warm life current of a noble living up 
to noble ideals. 



SUPERINTENDENT STEVENS ON THE STATUS OF THE 

FIRST ASSISTANT. 

Hon. Arthur S. Somers, Chairman Committee on High Schools and 

Training Schools, Board of Education. 
Dear Mr. Somers : — 

The status of First Assistants in High Schools and the oppor- 
tunities offered to persons on eligible lists came to the attention of 
your committee on Thursday last. In order that this whole matter 
may be considered with full knowledge, may I submit to you and mem- 
bers of the committee the following statement. 

Soon after the organization of the Bovs' High School in Brooklyn, 
it was decided to officer the several departments of instruction. The 
position of "Head of Department" was constituted and suitable per- 
sons were nominated as heads of the departments of Mathematics, 
History, Ancient Languages, etc. These nominees were duly licensed, 
but were not required to take a competitive examination ; nor were 
any high school teachers of any grade in any Borough of Greater New 
York required to pass or take a competitive exmination until 1902. 
After consolidation, 1898, to 1902, high school teachers took only a 
pass examination. 

In 1897 upon the organization of high schools in Manhattan (old 
New York) three grades of service were provided for in the by-laws 
and in the salary schedules, — 1st assistant, 2nd assistant, 3rd assistant. 
A large number of 2nd assistants were appointed ; about half as many 
3rd assistants; and several 1st assistants. While the by-laws and the 
salary schedules seem to indicate that the position of 1st assistant was 
a salary grade, it is a fact that only one person in each department in 
each school was appointed to such position. The examination being 
& pass examination, no one was examined who was not an expectant 
nominee, and I presume that no one was proposed for nomination who 
was not proposed in the first instance by the principal of the school. 

All this time there were several schools in which there were Vice- 
Principals or Assistant Principals. These were in Brooklyn, Queens 
and Riichmond. The schools which I have in mind and in which these 
positions existed were the Girls, Erasmus Hall, Jamaica and Staple- 
ton. There may have been others. 

March 3rd, 1913. 

In 1900, the Davis Daw "bunched" all these positions in one 
schedule, hence Heads of Department, First Assistants, Vice Princi- 
pals and Assistant High School Principals come under one classifica- 
tion and have since then been placed in the same salary schedule. In 
1902, the Revised Charter made all the examinations for High School 
positions, except Principal, competitive. The pass examination went 
out. It therefore happened that in any one school there might be, as 
there have been, two or three or even more, eligibles on the list, hold- 
ing the same license and all applicants for promotion. 



THE H. S. T. A. BULLETIN 83 

The question was at once raised — shall this position be considered 
a salary grade or as a definite administrative position. 

The matter has been before the Board of Superintendents and 
before your Committee in various ways for nine years. Your Com- 
mittee during this long period has steadily held in practice to the 
policy of regarding it as a definite administrative position and has been 
averse to approving nominations of more than one person to the posi- 
tion named in any department in any one school. However, I call 
your attention to the very definite policy to the contrary, formulated 
in the resolutions adopted ki 1907, a policy which has not been made 
effective. 

In connection with this statement may I ask your consideration 
of the following from reports made by me to the City Superintendent 
during the past six years. 

I am, your respectfully, 

EDWARD L. STEVENS, 

Associate City Superintendent. 

EXCERPT FROM THE 8th ANNUAL REPORT OF THE CITY 
SUPERINTENDENT OF SCHOOLS. 

"Considerable dissatisfaction has arisen because of our policy of con- 
fining _the number of first assistants in each school to one in each subject. 
The result of this policy has been "that if two or three persons in a par- 
ticular school secure a license as first assistant in a subject, such as mathe- 
matics, there is opportunity for the promotion or assignment of but one. 
If the annual appropriations available for the General School Fund permit, 
I believe it would be well to regard the position of first assistant as a salary 
grade to which any assistant teacher may aspire for promotion after a suffi- 
cient amount of successful service and the passing of an examination." 



EXCERPT FROM THE 9th ANNUAL REPORT OF THE CITY 
SUPERINTENDENT OF SCHOOLS. 

"The status of first assistants and of persons securing that license is still 
undetermined. 

The Committee on High Schools and Training Schools of the Board of 
Education has adopted the following report and recommendations: 

RESOLVED, That it is the sense of the Committee that whenever it is 
practicable and desirable persons holding licenses as First Assistants should 
be advanced within the schools in which they are employed, and that they 
should not be appointed to vacancies in other High Schools without their 
full and free consent. 

RESOLVED, That it is the sense of the Committee that persons holding 
licenses as First Assistants in the High Schools, who shall not have received 
appointments as First Assistants before the maximum salary of assistant 
teachers shall be entitled, subject fo approval as to fitness and merit, to re- 
ceive an annual increment in each year after serving a year at said maximum 
equivalent to the amount which they would have received if duly appointed 
to positions as First Assistants, such increments to continue until the maxi- 
mum salary of a First Assistant is reached; and, that the Board of Superin- 
tendants may be requested to give this matter consideration and to report 
to this Committee such amendments to the By-Laws as may be necessary 
to carry it into effect. 

RESOLVED, That it is the sense of this Committee that the provision 
of the statute in regard to appointments from eligible lists should be amended 
in such a manner as to permit the nomination from the eligible list of First 
Assistants of the persons best fitted in the judgment of the Board of Superin- 
tendents to fill the particular vacancy which exists in each instance, and thai 
the Board of Supenntendants be requested to take this matter under con- 
sideration and report to this Committee thereon, submitting the form of such 



8 4 THE H. S. T. A. BULLETIN 

amendment to the statute as would be necessary to carry this resolution into 
effect. , . „ 

RESOLVED, That it is the sense of this Committee that opportunities 
should be given at frequent intervals to all persons who are eligible for 
license as Pirst Assistant to obtain that license before attaining- the maximum 
salarv as assistant teacher and that the Board of Superintendents be informed 
that this Committee does not deem it advisable to exhaust the eligible list 
for First Assistants at any time. 

RESOLVED, That in replenishing an eligible list for First Assistants 
this Committee is of the opoinion that standing in an examination alone 
is not a sufficient reason for placing those who qualify at a later examination 
above those who are already upon the list, unless a superior mark and a 
greater length of service as assistant teacher or in an equivalent rank are 
combined. In other words, this Committee is of the opinion that where it 
appears that a person qualifying at a new examination has a higher mark 
and has served longer in the position of assistant teacher or one of equal 
rank than persons elready upon the eligible list, the person so newly qualify- 
ing may be and should be placed above the said persons already upon the 
eligible list." 



EXCERPT FROM THE gth ANNUAL REPORT OF THE CITY 
SUPERINTENDENT OF SCHOOLS. 

"The number of persons appointed to the position of first assistant in 
High Schools being small, few of our assistants could aspire to any advance- 
ment in the High Schools. Many have, therefore, made preparation and 
passed the examination for license as principal in the elementary schools. 
While this has not been a bad thing for the elementary schools, it has 
resulted in the loss to the High Schools of many strong and desirable men. 
Under the present schedule of salaries and requirements for license, if two 
young men graduate from the High School at the same time, and one 
prepares to teach in elementary schools, the other in High Schools, the first 
will have a considerable financial advantage over the second during a period 
of twenty-five years, if they both move in regular course to the higher 
positions open to competitive examination. Two points in particular may 
be commented upon: first, the annual increment paid to men is absolutely 
and relatively small; second, the first assistant receives a salary of $500 per 
annum less than that paid to an elementary school principal. 

Certain readjustments should be made whether the proposed general 
increase in teachers' salaris is made or not." 



EXCERPT FROM THE 10th ANNUAL REPORT OF THE CITY 
SUPERINTENDENT OF SCHOOLS. 

"The status of persons holding a first assistant's license is still very 
unsatisfactory. In the corps of our High Schools, a considerable number 
of teachers have obtained, or are about to obtain licenses as first assistant 
in certain subjects, modern languages for example. It is evident th/t many 
years will pass before they all will receive appointment. There is no hope 
of advancement in the particular schools in which they are teaching under 
our present policy and there are already incumbents of first as.\stantships 
in most of the other High Schools. 

The operation of our present policy results as follows: In feome one 
school there is a sufficient number of teachers of biology, perhaps, but no 
first assistant in that subject. Yet there is an eligible list of persons hold- 
ing that license. The principal of the school does not desire appointment 
from that eligible list because one or more of his teachers in that subject 
hope to acquire at, .some subsequent examination, such a license, and there- 
upon will expect promotion in that school. At the same time the appoint- 
ment of a first assistant would make an excess of teachers in that subject 
in that school and one would be transferred out. Such a summary transfer, 
perhaps undesirable and unfair to the teacher himself, may be exceedingly 
difficult to bring about because of the statutory provision concerning trans"- 
fers from one borough to another. 

I regard it as exceedingly unfortunate that a state of facts exists such 



THE H. S. T. A. BULLETIN 85 

that in most cases a school must be deprived of the service of its best 
teachers when they seek promotion, because such promotion is only possible 
when they are sent to some other school. 

Under our present policy, therefore, only those persons who are, serving 
in schools in which there is no first assistant in the subjects taught by 
them, have the greatest inducements to enter an examination for this license. 
Even in such cases the place upon an eligible list occupied by a person who 
passes, may be such that a long period may elapse before the name can 
be reached. 

I do not believe that this state of affairs was ever contemplated in the 
enactments of the statute oi the By-Laws." 

THE CITY OF NEW YORK 

Office of the 

PRESIDENT OF THE BOARD OF ALDERMEN 

John Purroy Mitchel, President 

51 Chambers Street 

New York, March 8th, 1913. 
MR. WHLLIAM! T. MORREY, 

President High School Teachers Association, 
535 West 111th Street, New York City. 

MY DEAR MR, MORREY:— I have your letter of February 25th, 1913, 
in which you ask that I arrange with the printer for you to secure 1,000 
copies of the interim report of Dr. Ballou at l'l%c per copy, and 1,000 copies 
of the interim report of Dr. Davis at 8c per copy. These were the prices 
that the printer quoted to me over the telephone the day that you called to 
discuss the matter with me for 2,000 copies of each report. 

I have taken up the matter with the printer, and he states that the 
price quoted over the telephone was really the price made for as high as 
50,000 copies of some of the reports, and not less than 10,000 copies of any 
of the reports, and that, upon consultation with the binding and folding 
department heads and the officers of the company, he finds that he is unable 
to make the price quoted for 1,000 copies. On March 4th, he sent me the 
following letter indicating prices contained therein: 

"We shall be p.eased to furnish you with 1,000 copies of 
the BALLOU REPORT for $170.00. This price includes the 
charts printed, but without the machine ruling, and 1,000 copies 
of the DAVIS REPORT for $114.00. 

Trusting that these prices will meet with your approval, 
we remain, Very truly yours, 

J. J. LITTLE & IVES CO." 

I am very sorry that the printer finds himself unable to furnish these 
copies at the prices quoted, for it is very embarrassing to me after having 
stated the prices at which the work could be done. I will, however, see 
that each High School and annex is supplied with five copies of the report 
of Dr. Ballou and Dr. Davis as soon as the Davis' report is released for 
publication. 

Trusting this will be satisfactory under all the circumstances, and stating 
that when the next edition of 1,000 copies of the final report is printed we 
will furnish the High Schools with as many copies as possible, I remain, 

Respectfully yours, 

BURDETTE G. LEWIS, 

Examiner, Executive Staff, 
President, Board of Aldermen. 



NOVEMBER 27, 1913, MEETING OF BOARD OF REPRESENTATIVES. 

The Board of Representatives met November 27, in the Washington Irving 
High School, on East 12th Street. The minutes of the October meeting were 
read and adopted. 



86 THE H. S. T. A. BULLETIN 

On the motion of Mr. White, of Morris, it was decided to adjourn from 
the conclusion of this meeting to the January meeting, omitting the meeting 
of December. 

The President announced that committees are being filled slowly, but he 
would be glad of suggestions for still vacant places. 

President M'orrey then gave a brief account of the ways in which various 
committees have conducted the work undertaken by them. Much disapproval 
was expressed by the members of the Board present of that form of com- 
mittee work by which reports have been submitted to the public press pur- 
porting to come through the H. S, T. Association, when they have not been 
presented to the Board of Representatives, or even obtained a majority ap- 
proval in the committees themselves. 

As a line of work for the year, the study of High Schools by departments, 
was suggested. Assuming that a new High School is to be built, what would 
be ideal equipment in each department? Discussion followed as to possible 
methods of obtaining the information desired. 

Mr. Overholzer suggested that it would be of great value if a definite 
plan for work in summer schools might be outlined, particularly in modern 
language, that certain standard books might not be read below a certain 
grade. 

Another problem presented to the Board was in regard to the disposition 
of unused books and apparatus with which schools are charged year after 
year. No satisfactory solution had been reached when the meeting adjourned 
at 5:30. 

(Signed) AGNES CARR, Secretary. 



JANUARY 29, 1913, MEETING OF REPRESENTATIVES. 

The January meeting of the Board of Representatives was held at Wash- 
ington Irving High School, January 29. In the absence of the secretary, Miss 
Eleanor Baker was appointed Secretary pro tern. 

The treasurer reported 322 members. Balance in treasury, $293.29. 

Discussion followed of a a proposed questionnaire regarding the various 
reports on the school system. 

(Signed) ELEANOR R. BAKER, 

Secretary pro tern. 
FEBRUARY 25, 1913, MEETING OF REPRESENTATIVES. 
The Board of Representatives met on February 25 at Washington Irving 
High School. The minutes of the January meeting were read and adopted. 
The treasurer reported 431 members; balance in treasury, $401.29; seven 
schools not yet reported. 

The Board was fortunate in having present at this meeting Mr. Clarence 
D. Kingsley, chairman of the Committee on Articulation of Schools and Col- 
leges, who had been called from New York to serve the State Board of the 
Department of Education of Massachusetts. 

Mr. Kingsley gave an interesting account of his work of visiting the small 
schools of the State, which, though not under state control, receive state 
appropriation under certain conditions. One part of the work of the Board 
is to inspect the schools and see if such appropriation is warranted. In the 
larger schools, the conditions are such that a pupil must make up his mind 
on entering high school whether he intends going to college. In an ideal 
course the first two years in high school would help a student make this 
decision, and would be equally valuable whether the last of the course were 
spent in preparation for an academic or a business career. 

Mr. Oberholser, chairman of the Committee on the Status of Librarians, 
reported that Mr. Sullivan was to bring the matter before the Committee on 
High Schools, but in view of the fact that a new regime was about to be 
inaugurated, thought better to do nothing at present. 

Mr. Perrine, chairman of the Committee on Grammar Nomenclature, 
reported that the pamphlet sent out by the Board of Education to teachers of 
English was not received by teachers of foreign languages. An effort is 
being made to have names of constructions used in the teaching of foreign 
languages incorporated in this report, and copies sent to all language teachers. 



THE H. S. T. A. BULLETIN 87 

Mr. Falion, chairman of the Committee on Teachers' Ratings, presented 
a preliminary report signed by all the members of his committee, stating that 
this seems an inopportune time for an extensive report, since the matter is 
being considered by State legislations, and by legislation of the Board of 
Education. 

A point of policy was raised by Mr. Dotey, who asked if it would not be 
better to help matters on by acting now, than to wait until a decision has been 
rendered and then present a protest. 

President Morrey then spoke of the investigation of the Hanus report 
carried on in committee made up of members of the various associations. 

It was moved and carried that this association authorize the president to 
supply to its members copies of the Ballou and Davis reports. _ 

Mr. Doty presented the following resolution which was carried: 

Resolved, That the Board of Representatives of the New York High 
School Teachers' Association most heartily endorse the following amendments 
to the By-Laws, proposed by the New York High School Principals' Associa- 
tion: 

(a) Amend Section 52, paragraph 3, by striking out words "First 
Assistant." 

Insert: 

(b) Every assistant teacher in high schools who has been granted a 
license as first assistant teacher shall be entitled to the rank and pay of a 
first assistant teacher without further examination or appointment, and said 
rank shall become effective, and said salary shall be paid from the first day of 
January of the year next following that in which the license as first assistant 
teacher is granted, provided, that no first assistant shall receive on becoming 
a first assistant teacher a salary less than he would have received if he had 
remained an assistant teacher. 

(c) Examinations for the license as first assistant teacher in high 
schools shall be held at least biennially in all subjects for which the license as 
first assistant teacher is provided in the By-Laws. 

(Signed) AGNES CARR, 

Secretary. 

MARCH 25, 1913, MEETING. 

The March meeting of the Board of Representatives was held on the 
twenty-fifth, in the Washington Irving High School. The report of the secre- 
tary was read and adopted. 

The treasurer reported 554 members to date (No reports as yet from 
Clinton, Commerce, Erasmus, Flushing and Wadleigh) : 

Receipts to date $950.22 

Expenditures 439.68 

Balance on hand $510.54 

President Morrey announced that the price finally quoted for printing the 
Hanus reports for the Association exceeded the first estimate by a consider- 
able sum (about $92.50). He thought it inadvisable, therefore, to expend the 
money of the association in providing copies for every member, as he had 
been assured that copies of the reports on High Schools had been or would 
be forwarded to the .schools, thus making the reports available to all members. 
The senior representatives, to whom Hanus reports were to be sent, were 
asked to furnish them as far as advisable to such new members as had joined 
the association for the purpose of receiving the reports, and to write the 
President for more copies to meet such demands. If such members were not 
supplied, their dues may be returned, on written request of senior represen- 
tative. 

Mr. Mann, of Morris, made a motion: "That such measures be taken as 
to insure the placing of one or more sets of copies of the Hanus reports 
in the libraries of the High Schools, to be consulted by the teachers." Carried. 

The business of the next meeting of the Board will probably be the 
consideration of Dr. Ldnville's report on "High School Mortality," and "Why 
Students Leave the High School " 



88 THE H. S. T. A. BULLETIN 

A motion was offered by Mr. White, of Morris: "That the offisers of 
this association be requested to petition the Board of Education to close the 
schools on Friday, June 27, instead of Monday, June 30, and to petition other 
teachers' associations to take similar action." Carried. 

The President asked Mr. White to draw up such a petition. 

Mr. Kingsbury, of Newtown High School, introduced the subject of dis- 
continuing credit for note book work. Some discussion followed, the point 
being made that much inspiration would be taken from the pupil if he felt 
that such work would not be recognized by the State. 

Mr. Kingsbury was appointed chairman of a committee on "Use of Science 
Laboratory Note Books." 

The remainder of the meeting was spent in reading and discussing the 
Ballou report. Adjourned at 5:50. (Signed) AGNES CARR, Secretary. 



EXTRACTS FROM CONSTITUTION 
Article III. — Membership. 

Section 2. — Any teacher in a public high school in New York City may 
become a member of this association by signing the constitution and paying 
the annual dues to the Treasurer (Adopted May io, 1902). 

Article IV. — Officers. 

Section 1. — The officers of this association shall be: a president, a vice- 
president, a secretary and a treasurer. 

Section 3. — Officers shall be elected at the last regular meeting of the 
school year. Election shall be by ballot, and a majority of the votes cast 
shall be necessary for an election. 

Article V. — Board of Representatives. 

Section 1. — There shall be a board of representatives, consisting of the 
members of the executive committee and of the representatives chosen from 
the several high schools; each school is to be entitled to one representative for 
every ten members of the association, provided, however, that each school 
shall be entitled to at least one representative. 

Section 2. — After 1905, representatives shall be elected by ballot during 
the week preceding th regular meeting in May, and shall hold office for 
one year; in 1905, the time of election shall be fixed by the executive com- 
mittee. Due notice of such election shall be given to each school by the 
president. Vacancies may be filled by the board of representatives at any 
meeting. 

Section 3. — The board of representatives shall meet on the last school 
Tuesday of each month, excepting September and June, and shall have the 
power to act unon all matters affecting the association. 

Section 4. — The president of the association shall be ex-officio chairman 
of the board of representatives. 

Article VI. — Committees. 

Section 1. — There shall be an executive committee, consisting of the four 
officers and three other members chosen by ballot at the same time and in 
the same manner as the officers. 

Article VII. — Meetings. 

Section 1. — Four regular meetings shall be held every year. 

Section 2. — The meetings shall be held on the first Saturdays of October, 
December, March and May of each year, unless otherwise ordered by the 
executive committee, and at a time and place to be designated by the execu- 
tive committee (Adopted May 4, 1901). 

This Bulletin has been made sixteen pages instead of larger on account 
of the moving of the printer. 

The next Bulletin, to appear soon, will contain Analyses and Recommenda- 
tions of the Ballou, Davis and Thompson Reports to the Hanns Committee, High 
School Stattistics, and Dr. Hervey's address on "How to Attain Moral Effi- 
ciency." WILLIAM T. MORREY. 



OFFICIAL BULLETIN 





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FRIDAY 


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The Board of Representatives, on May 23, 191 1, empowered the Executive 
Committee to issue a Bulletin monthly, instead of four times a year. 

CONTENTS. 

Minutes of May 3, Meeting — Constitution . 89 

Elocution Teachers' Report 91 

Registers of High Schools by Terms — February 28, 1913 92 

Distribution of High School Pupils by Grades — February, 1913 92 

Report of Dr. Loring B. Mullen, Treasurer 93 

'High Schools and Moral Efficiency" — An Address by Dr. Walter L. 

Hervey, of Board of Examiners 94 

Outside Experience — How it Must be Credited 103 

Growth of the High School Teachers' Association 103 

Summaries and Recommendations of the Hanus Committees- 
Prof. Bailou's Organization and Administration of High Schools. . . .104 

Prof. Davis' Courses of Study in High Schools in 

Prof. Thompson's Commercial High Schools 115 

Need of a New High School in East New York and Brownsville 117 

Directory of High Schools of New York City 119 

List of First Assistants 120 



MEETING OF HIGH SCHOOL TEACHERS' ASSOCIATION. 

The last general meeting of the High School Teachers' Association, for 
the year 1912-1913. was held on May 3d. at the High School of Commerce. 
Section meetings began at 10 o'clock and the general meeting at 11:15. 

The secretary's report was read and accepted. The treasurer reported 
744 paid up members to dat; 827 mmbers in sight — the largest enrolment in 
the history of the association, and a balance in the treasury of S605.27 on 
April 29. 1913. as per the printed report of the treasurer that was distributed 
at the meeting. 

President Morrey announced that his report of the year's work would 
be published in the bulletin. He asked for names of any members of the 
association who would like to make study of the conditions in their communi- 
ties, with a view to providing data on which to base the choice of high 
school best suited to their needs. 

The next business in order was the election of officers, which resulted 
as follows: 

President, Wm. T. Morrey. Bushwick High School: Vice-President, Jessie 
H. Bingham, DeWitt Clinton High School; Secretary. Mary J. Bourne. Morris 
High School: Treasurer, Loring B. Mullen, Girls' High "School. Executive 
Board: Aaron I. Doty, DeWitt Clinton High School: H. Elizabeth Seelman, 
Girls' High School: Alexander L. Pugh. High School of Commerce. 

Mr. Fred Payne, of Eastern District High School, opened the discussion 
on the Size and Kind of High School to be Established, speaking against the 
cosmopolitan high school, as recommended by the Hanus Committee. 

There was no discussion on the first proposition that schools be limited 
in numbers to 1.500. but many arguments were presented for, both the cos- 
mopolitan high school and the type high school. A motion was made that: 
"The president of this association be authorized to take a referendum vote 
amonp- principals and teachers of the high schools in regard to the size and 
type of high schools to be established." 



90 THE H. S. T. A. BULLETIN. 

As there was a strong feeling that those not hearing the discussion might 
hot be prepared to vote on this question, a motion was carried that this 
proposition be tabled. 

The following motion was then carried: "Resolved that it is the sense 
of this meeting that we favor the establishment of the type high school as 
'a policy." 

A motion, that the number of voters on each side be reported, was lost. 

A resolution was presented by Dr. Sullivan, of Boys' High School, and 
amended to stand: 

'"Resolved that the president of the High School Teachers' Association 
notify the President of the Board of Education, the Mayor of the City of 
New York, the Governor of the State of New York, the president of the 
Senate, and the Speaker of the Assembly, that the High School Teachers' 
Association has taken no action on the McKee Bills, either for them or 
against them." Carried. 

The meeting was adjourned at 1:40 o'clock. 

(Signed) AGNES CARR, Secretary. 
WILLIAM T. MORREY, President. 



CONSTITUTION. 

Adopted March 2, igoo. 

ARTICLE I.— Name. 
Section 1. — This organization shall be known as the High School Teach- 
ers' Association of New York City. (Adopted May 10, 1902.) 

ARTICLE II.— Object. 
Section 1. — The object of this association shall be the advancement of 
secondary education and the promotion of teachers' interests. 

ARTICLE III.— Membership. 

Section 1. — Any teacher of the public high schools of the Boroughs of 
Manhattan and the Bronx who shall sign the constitution and pay the annual 
dues, within the month of March, 1900, shall be a charter member of the 
association. 

Section 2. — Any teacher in a public high school in New York City may 
become a member of this association by signing the constitution and paying 
the annual dues to the Treasurer. (Adopted May 10, 1902.) 

ARTICLE IV.— Officers. 

Section 1. — The officers of this association shall be: a president, a vice- 
president, a secretary and a treasurer. 

Section 2. — The duties of these officers shall be such as usually devolve 
upon the officers named. 

Section 3. — Officers shall be elected at the last regular meeting of the 
school year. Election shall be by ballot, and a majority of the votes cast 
shall be necessary for an election. 

ARTICLE V. — Board of Representatives. 

Section 1. — There shall be a board of representatives consisting of the 
members of the executive committee and of the representatives chosen from 
the sevral high schools; each school is to be entitled to one representative 
for every ten members of the association; provided, however, that each 
school shall be entitled to at least one representative. 

Section 2. — After 1905, representatives shall be elected by ballot during 
the week preceding the regular meeting in May, and shall hold office for 
one year; in 1905, the time of election shall be fixed by the executive com- 
mittee. Due notice of such election shall be given to each school by the 
president. Vacancies may be filled by the board of representatives at any 
meeting. 

Section 3. — The board of representatives shall meet on the last school 



THE H. S. T. A. BULLETIN. 91 

Tuesday of each month, excepting September and June, and shall have the 
power to act upon all matters affecting the association. 

Section 4. — The president of the association shall be ex-officio chairman 
cf the board of representatives. 

ARTICLE VI.— Committees. 

Section 1. — There shall be an executive committee, consisting of the 
four officers and three other members chosen by ballot at the same time and 
in the same manner as the officers. The executive committee shall approve 
all appropriations of funds and shall audit and direct the payment of all 
bills. 

Section 2. — There shall be a committee on teachers' interests, consisting 
of nine members, including the president. This committee shall be appointed 
by the president to serve for one year and shall report monthly to the board 
of representatives. 

Section 3. — There shall be a committee on secondary education, consist- 
ing of nine members, including the president. This committee shall be 
appointed by the president, and shall serve for one year. It shall prepare 
programs for the four regular meetings of the association and shall report 
from time to time on matters of educational interest. 

ARTICLE VII.— Meetings. 

Section 1. — Four regular meetings shall be held every year. 

Section 2. — The meetings shall be held on the first Saturdays of October, 
December, March and May of each year, unless otherwise ordered by the 
executive committee, and at a time and place to be designated by the execu- 
tive committee. (Adopted May 4, 1901.) 

Section 3. — A special meeting of the association may be called by the 
executive committee whenever the interests of the association seem to demand 
it. The president of the association shall be required to call a special meet- 
ing upon the demand of ten members of the association. Due notice of such 
meetings must be given to all members of the association. 

Section 4. — Thirty members of the association shall constitute a quorum 
for the transaction of all business. 

ARTICLE VIIL— Dues. 

Section 1. — The annual dues shall be one dollar, payable at the first 
regular meeting of the school year. 

ARTICLE IX.— Amendments. 

Section 1. — This constitution may be amended at any regular meeting 
by a three-fourths vote of the members present, provided due notice of the 
proposed amendment shall have been made at a preceding regular meeting. 
(Adopted May 4, 1901.) 

ARTICLE X.— Ratification. 

Section 1. — This constitution shall go into effect immediately upon its 
adoption. 



ELOCUTION TEACHERS. 

The second meeting of the elocution teachers of the high schools of 
Greater New York was held in Room 201, High School of Commerce, at 
10 o'clock A. M., Saturday, March 1, 1913. Sixteen teachers, representing 
thirteen different schools, were present. Mr. Raymond N. Kellogg, chair- 
man of the organization, presided. After the reading and approval of the 
minutes of the last meeting, Mr. Kellogg gave an interesting summary of 
the responses to the "questionnaire" recently sent out. Of fourteen schools 
that responded, two have three teachers of elocution, three have two teach- 
ers, six have one teacher, and three have no teacher of the subject. 

A discussion of the "questionnaire" and of means of carrying out the 
present requirements in Oral English folowed. 

It was regularly moved secoded and carried that our chairman appoint 



9-' THE H. S. T. A. BULLETIN. 

a committee of five to draw up a tentative course of study in elocution for 
our city high schools. W. PALMER SMITH, Secretary. 



9 

10 
u 

12 

13 

14 

IS 
16 

*7 



High School Register by Terms, February 28, 1913. 

Terms 1 2 3 4 5 6 7 8 Totals 

Washington Irving 1499 1077 905 739 512 496 120 109 5457 

Morris 1178 715 577 460 234 294 221 357 4136 

Manual Training 1203 777 602 400 239 173 81 185 3660 

DeWitt Clinton 904 704 530 '452 302 266 138 285 3581 

Wadleigh 813 619 490 382 317 232 216 302 3371 

Erasmus Hall 734 610 427 297 316 251 220 258 3113 

Commercial 1064 708 461 335 186 146 2900 

Eastern District 747 538 413 361 252 262 177 141 2891 

Commerce 955 586 414 344 191 125 84 58 2757 

Stuyvesant 905 489 406 265 200 142 162 88 2657 

Girls 558 464 363 262 235 247 269 188 2586 

Bushwick 843 490 409 257 172 80 12 12 2275 

Boys 674 372 311 263 162 139 116 76 21 13 

Curtis 434 206 166 117 87 66 49 75 1200 

Bryant 367 254 176 146 100 73 39 44 1199 

Bay Ridge 406 244 191 117 42 31 34 .. 1065 

Newtown 266 195 157 106 94 99 57 52 1026 



Totals 14431 9629 7394 5659 3968 3318 2134 2351 

Percentages • .100% 66.7 51.2 39.2 27.4 22.9 14.7 16.2338.3 

Approximate 30% 20 15 12 8 7 4 5 100 

Fraction Preceeding Term 1-1 2-3 3-4 4-5 5-7 5-6 2-3 11-10 

RELATIVE PERCENTAGES OF HIGH SCHOOL PUPILS BY GRADES, 

BASED ON NUMBER OF FIRST TERM PUPILS, 

FEBRUARY, 1913. 

1 2345678 

1. Washington Irving 100 71 60 49 34 33 8 7 



21. Far Rockaway 86 55 45 60 20 19 11 6 297 

19. Jamaica 226 203 136 141 85 63 35 47 936 

20. Flushing 204 117 95 58 44 47 5 2 3 2 649 

2. Morris 100 60 48 38 28 25 10 30 

3. Manual Training 100 60 50 33 20 15 7 2 

4 DeWitt Clinton 100 78 58 50 33 29 15 31 

5. Wadleigh 100 76 60 47 39 29 26 37 

6. Erasmus 100 83 58 40 43 35 30 35 

7. Commercial 100 67 43 31 17 14 — — 

8. Eastern District 100 72 55 48 33 35 23 19 

9. Commerce 100 59 43 36 20 13 9 6 

10. Stuyvesant 100 54 45 29 22 16 18 10 

' 1 girls' 100 83 65 56 si 55 58 33 

12. Bushwick 100 58 49 30 20 10 (2) (2) 

13. Boys' 100 55 46 39 24 20 17 11 

14. Curtis 100 47 3a 26 20 15 11 17 

15. Bryant . 100 68 48 40 27 20 11 12 

16 Bay Ridge 100 61 (48) (29) (11) (8) (9) — 

7 Newtown 100 73 59 40 35 37 21 10 

18. Richmond Hill . 100 57 34 27 21 18 11 10 

19. Jamaica 100 90 60 62 38 28 15 21 

20. Flushing iou 57 47 28 22 23 ■ 25 16 

18. Richmond Hill 365 206 125 97 78 67 41 36^ 1015 

21. Far Rockaway 100 64 47 70 23 22 13 7 

Totals 100 66.7 51.2 39.2 27.4 22.9 14.7 16.2 



THE. H. S. T. A. BULLETIN. 93 

HIGH SCHOOL TEACHERS' ASS'N OF NEW YORK CITY. 

Treasurer's Report — May 16, 1912, to April 29, 1913. 

RECEIPTS. 

Balance May 16, 1912 $296 62 

Dues from 1911-1912 99 00 

Dues to date, 1912-1913 744 00 

Sale of publications 2 45 

Total $114207 

EXPENSES. 

Sections — 

Ancient Languages $4 10 

Modern Languages 1 00 

Mathematics 1 59 

Committees — ■ 

Student Aid 30 60 

Seconda^ Education 12 20 

Teachers' Absences 12 50 

School Efficiency 3 00 

Meetings — 

Reporting Addresses 30 00 

Board of Representatives ■. 7 00 

Janitor Service 28 00 

Coat Room 4 00 

Elevator Service 4 00 

Printing — ' . 

Official Bulletins 330 86 

Membership Cards 2 50 

Official Stationery 1 75 

Postage and Expressage — 

Official Bulletins 43 57 

Secretary 10 98 

Treasurer for 1911-1912 5 12 

Treasurer for 1912-1913 4 03 

Total $536 80 

To Balance 605 2J 

$1142 07 
Respectfully submitted, 

LORING B. MULLEN, Treasurer, 
April 29, 1913. Girls' High School, Brooklyn. 

This is to certify that we have examined the above account of 
Loring B. Mullen. Treasurer of the High School Teachers' Associa- 
tion of New York City, and found the same to be correct. 

GRACE HELENE MILLER, 
ANNE ELIZABETH STANTON, 
Bushwick High School, 

Auditing Committee. 
Total Enrollment for 1912-1913, up to June 17, 1913 856 



94 THE H. S. T. A. BULLETIN. 

THE HIGH SCHOOLS AND MORAL EFFICIENCY. 



An Address Before the High School Teachers' Association of New 
York City by Dr. Walter L. Hervey of the Board of, Examiners. 

In order to deal intelligently with the problem of Moral Efficiency 
in the schools, we must first take account of the moral situation in the 
community. For while the general problem of moral education is set 
by human nature, the special problems for any group of schools are 
set by the community itself. 

In the City of New York there exists a situation that is peculiarly 
complex and difficult. What are the elements in this situation? 

First numbers :; The impersonality and the irresponsibility of the 
crowd. Then, the fact that so large a proportion of those with whom 
we have to deal are alien — in customs, in standards of 'living, in views 
of life : having few if any instincts and traditions of self-government, 
and responding more readily to measures of repression than to oppor- 
tunities for responsible self-direction. 

Again there is a' distinct breaking up of moral traditions, seen in 
the weakening of a certain type of authority, both in the home and in 
the church ; in certain ways of dressing, dancing and behaving that are 
not seemly ; in the spread of a debased and debasing attitude toward 
work; in the prevalence of a perverted notion of group loyalty and of 
civic and social responsibility. 

And back of all these things, and partly causing them, there is a 
tremendous world-wide economic pressure, industrial revolt, commer- 
cial unsettlement, social unrest, all of which must be reckoned with 
by teachers as vital elements in the moral situation. 

But there is, of course, another side to the picture, — hopeful ele- 
ments in the situation that must be kept steadily in view: these 
great members only enlarge our opportunity: those whom I have 
called aliens have extraordinary possibilities of development: these 
is a strong impulse for democracy, even among the school teachers, 
and for social justice. There is the steady dawning of an era of pub- 
licity in all matters affecting the public good ; and there are definite 
advances toward the single standard of morals as between rich and 
poor and as between men and women, all of which must be entered on 
the credit side of our moral ledger. 

In the midst of this situation, the high school stands, with its 
objective of attaining, as nearly as may be, the ideal of Moral Effi- 
ciency. What is that ideal? It is, I take it, that the pupils shall in- 
dividually and in their various groups develop the power and the 
habit of reacting to moral situations in appropriate moral ways : that, 
for example, in a situation calling for obedience they shall obey ; in 
a situation calling for faithful performance of duty they shall be faith- 
ful ; for fair play, they shall play fair; for loyalty, they shall be loyal; 
and that all these reactions shall not be blind and merely habitual 
but progressively enlightened and reasonable. Or, to state the prob- 
lem in another way, the task of the high school is, to take these great 
masses of young men and young women — in whom at the beginning 
of the high school course a knowledge of the good is but rudimentary, 



THE H. S. TV A. BULLETIN. 95 

in whom social imagination is largely deficient, in whom loyalty is 
misdirected, who — many of them apparently without compunction, 
will lie, cheat and steal, and so to direct their impulses, form their 
habits, enlighten their minds and organize their lives, that before they 
have gone out from the high school, they will have transferred the 
seat of authority from without to within themselves, will have formed 
habits of social behavior, will have developed an interest in moral 
progress and a loyalty to moral ideals and will have become so pre- 
occupied with the good that evil will have largely lost its power. 

Such being the problem, what is the attitude of the high schools — 
of principals and teachers toward it? And in order that I may not 
seem to be evading my own responsibility in the premises I will 
preface that inquiry with another: What is the attitude of the Board 
of Examiners toward the question of morality in the schools? Olur 
tests, it must be confessed, are not primarily moral tests, and yet we 
are. I think I may say, keenly alive to the presence, or the lack, in 
candidates, of those qualities that fit a prospective teacher to be- 
come a rallying point and a distributing center of moral force in a 
school. We do consider such matters and we debar outright, as a 
matter of course, anyone on whom rests any taint or suspicion of 
moral deficiency. 

But moral qualities are less examinable — less formally examin- 
able — than the others, and moreover such qualities may be developed 
— have been developed under pressure of need in our high schools, 
sometimes in apparently poor material. And it is too true that under 
the urgent demand for teachers we have been constrained to admit to 
the schools, on temporary license, of course, persons who have not 
demonstrated their powers in this regard, and who even seem a bit 
unpromising. Of course, if such persons do not make good, their 
licenses may be cancelled at the end of one year. It may be noted, 
however, that the hopeful attitude of the Board of Examiners seems 
often to be shared by those who have to do with the renewal of 
license, and teachers who at the start were a trifle unpromising in 
this regard, yet not demonstrately unfit, and who, after a trial, have 
not demonstrated their fitness, have been continued in the system, 
often with change of environment, generally, it is to be hoped, to the 
advantage of all concerned. 

Now, for the attitude and practice of the high schools in the mat- 
ter of moral efficiency, I have not been able to make a complete sur- 
vey of the field, b'ut so far as I have gone, I have found not one that 
is not attacking the problem vigorously. I know of no two that are 
attacking it in the same way. Several there are that are making dis- 
tinct, original contributions to the subject, and not one, so far as I 
can ascertain, is saying very much about what is being attempted or 
being done. 

All of which indicates to my mind a healthy and hopeful con- 
dition. 

After this preliminary survey let us come to closer grips with the 
subject. How is Moral Efficiency in the High School to be attained? 
I answer, in three ways: bv Practice, by Precept and by Personality. 



g6 the h. s. t. a bulletin. 

I. First and foremost among the means whereby Moral Ef- 
ficiency is to be attained I place the practice of morality in the ordi- 
nary routine of the school. If, as Professor James holds, "to think is 
the moral act," if the effort of attention by which we hold fasti to an 
idea is the elemental form of morality, then the center of the moral 
life of the school is to be sought in the classroom and in the study 
hall — in the simple business of getting and reciting lessons, and of 
maintaining the conditions that render such activities possible. It is in 
the arrangements — of which there are many in every large well-ordered 
school — for seeing to it that pupils come to time, obey the rules, 
take their turns and expect no favors, and get their lessons, — or 
suffer penalties that are as sure as the operation of natural law, — that 
the ground-work of moral efficiency in any school is to be found. 

And yet, it must be at once added, in these very arrangements 
there must be definite provision for helping pupils to control and 
govern themselves, else the ideal of complete moral efficiency will 
fail of realization. In other words, the practice of morality in the 
ordinary routine of the school as a school must be reinforced and com- 
pleted by the practice of moral conduct in the organized life of the! 
school as a community. 

The importance of organization, with its committees, its dele- 
gated responsibilities, its varied opportunities for team work and for 
bringing out the instinct and the power of leadership, can in my judg- 
ment scarcely be over-estimated. 

This was brought home to me — literally brought home — by my 
own son, many years ago. He went out from home one morning an 
individual, he came back at noon a committee — charged with the duty 
of clearing the blackboard every morning. He had visibly grown, 
enlarged the borders of his personality between breakfast and lunch 
time. 

The cruder system under which many of us grew up, in which 
there were no organized, but merely personal relations, is not only 
ineffective in itself but is a poor preparation for life — especially the 
life of a city like our own. As a mere individual a pupil in one of 
our high schools is comparatively nothing. As a member of a group 
he is everything, — everything that the group is and everything that 
the group stands for. Moreover, his responsibility — and his sense of 
it — is greatly enlarged and intensified. To be responsible as a mere 
individual, if such a thing were conceivable, is far less potent for 
moral efficiency than to be responsible as a member of — perhaps as 
an officer in — a social group. 

From group activity and group responsibility we may trace the 
development further. First, a recognition of group authority, — an 
authority exercised not by individuals but by the community, the 
seat of authority being gradually transferred from without to within 
the person under authority. For, when a person conforms to the law 
of the group of which he is a member, he is obeying himself in the 
group. Then the replacing of arbitrariness h^ rationality ; for when 
one looks into matters — as one must when one assumes responsibility 
for their proper conduct — one sees the reason. It is then not a rule 
of the school that one obeys so much as a law of the universe. Finally, 



THE H. S. T, A. BULLETIN. 97 

as the fruitage of< all the rest, loyalty — to the group, to the school, to 
the law, to the right. 

The forms which these principles assume in their working out 
are various. The following are typical of what may be found in our 
schools; they are by no means exhaustive. 

I have to leave out those things that go without saying, but I 
must say here that athletics is one of the most fundamental and 
effective means of training in the practice of moral conduct ; since 
its activities are so objective, its opportunities for team work so num- 
erous, its penalties so palpable, so inevitable, and its appeal to normal 
instincts so real. The) main trouble with athletics is that those forms 
in which team-play is best are for the comparatively few, at least 
under existing conditions. 

It has come to me quite direct from a high authority on such 
matters that "saloons are on the bum — largely because of the interest 
in athletics." It may be well believed — if they are on the bum — 
that athletics should come in for a considerable share of the blame. 

Next in importance to athletics I place the various student organ- 
izations, all of which involve self-government to a greater or less 
degree. 

In one school there is reported a system of self-government in 
the classes of the entire school, the pupils keeping order in the ab- 
sence of the teacher, holding debates on matters of discipline, and 
working out schemes for pupil self-government. 

In another school there is a Student Self-Government Associa- 
tion, the>purpose of which is "to enact and to enforce laws of school 
government in accordance with the charter granted to the Association 
by the principal of the school, and to exercise its power and influence 
to further the interests of the school.'' 

A most interesting and original experiment which is being worked 
out in one school is the Honorable Order of School Chivalry with 
its grades of page, esquire, knight, gentleman, based on scholarship 
and on other activities. Its aim is to cultivate honor, industry, self- 
reliance, helpfulness and loyalty in its members. 

A system of Courts has been in operation in another school for 
more than a year. There are class courts, day courts, the supreme 
court, 83 in all. Before these courts come cases of discipline. There 
is a trial before a jury of peers. Sentence is pronounced and executed. 
Minutes are kept, and an examination of a whole year's minutes of 
one court shows good judgment in imposing penalties, and authority 
in enforcing them. It is reported that delinquents have a wholesome 
fear of being haled into court. 

A new plan for still another school is to bring social pressure and 
social sanctions to bear on pupils through the Employment Bureau. 
A refractory pupil is taken off the list of those to be recommended 
for employment. But she may be restored to the same for cause. 
*-*• The Housekeepers' Union, in the same school, is an organization 
emanating from the girls themselves, whose business it is to keep 
the floors clean. There are ninety-four members. If there is some- 
thing on the floor one of the union persuades someone else nearby to 



9 8 THE H. S. T. A. BULLETIN. 

help pick it up. She is not to pick it up herself alone. The motive 
is common ownership. This is a type of organization that might be 
indefinitely multiplied. There is room, I should think, for unions 
in ever)'- school. 

The members of the two highest classes in a certain school are 
ipso facto charged with the preservation of order in the halls, and 
are designated by a uniform, the wearing of which is obligatory. 

In another school the teacher in charge of disciplinary cases is 
assisted by a squad of twenty-seven bo}^s, chosen from the better 
sort, who give their study time to patrol duty and similar service. 
The honor is a coveted one, and the assistance rendered is valuable, 
both to the school and the squad. 

I have reserved for the last one form of student organization 
which seems to me to be of peculiar significance and value. This 
organization has for its conscious aim "to create, maintain and extend 
throughout the school high standards of Christian character, to raise 
the general moral standard and to promote a greater spirit of soci- 
ability among the students of the High School and also be- 
tween the students of this high school and High School." There 

is a corresponding club in the neighboring high school, and also five 
alumni associations whose purpose is, severally, "(i) to main- 
tain and extend a spirit of friendship and sociability among its mem- 
bers, to have those members be of some definite service to society, 

(2) to be of assistance and to give permanency to the club 

(the undergraduate club of the same school) to foster a love for the 
school and to assist in raising the general moral standard of the 
school to the highest possible degree." 

The members of these clubs dine together, study together, plan 
together, hold meetings before or after athletic contests, arrange 
speakers for the Assembly in their respective schools. 

All is done under the guidance and with the co-operation of an 
outside agency, expert, disinterested, efficient. I have observed the 
workings of this plan with the greatest interest. I know of no reason 
why it should not be widely extended. I believe in it most thoroughly, 
thoroughly. 

So much for a hasty survey of these various organizations, 
which to a greater or less degree engage in deliberation, investigation, 
legislation, administration, in connection with assembly, social func- 
tions, athletics, lunches, water supply, social service and special prob- 
lems. Let us now consider briefly certain conditions of their suc- 
cessful operation : 

1. There should be enough of these organized groups to go 
around — enough to exert an efficient pull on every individual. 

The limit to the number of groups is on the one hand the number 
of things to be done by them, and on the other the power within the 
school to vitalize them. 

The opportunities for service and distinction, in athletics, in 
scholarship, in social activities should be open to all and should be 
within reasonable reach of all. 

. It is a bad thing for anv individual to be an inert member — a 



THE H. S. T. A. BULLETIN. 99 

mere tailender — in any group; but especially so when he might be 
an effective member if he were not submerged. One trouble with the 
fraternity system is that there are some who are left out. No high 
school is completely efficient morally if boys and girls are left out. 
Herein lies the great merit of the signal contribution made by Dr. 
Crampton in his plan for drawing the maximum number into athletic 
contests, everyone of them feeling that it is a real contest and yet 
that everyone may win. Herein lies the advantage, also, of the or- 
ganization of the school under section officers, each officer having a 
group of about thirty, all of whom he teaches daily. 

2. There should be a progressive development — an increasing 
burden of social responsibility, self-direction and self-government, 
from term to term, so that, for example, boys and girls who, when 
they enter school, are disorderly, whether under the teacher's eye or 
not. will reach the point when they will not take advantage of his 
absence to be disorderly, and finally, will attain the height of being 
as orderly when he is there as when he is away. 

A boy I knew once came home, saying, "I got a thrashing this 
morning." . . "The boys thrashed me. I cut up when the teacher 
was out of the room. They said : 'You may cut up all you please 
when she is there, but we won't stand for anything dishonorable !' '' 
This marked an intermediate stage between cutting up under any and 
all circumstances and cutting up under no circumstances. 

The application of this principle to the honor system is obvious. 
There is absolutely no inherent reason why a spirit should not be de- 
veloped in time that should be intolerant of cheating, devoid of all 
moral sense in that regard as many seem to be now. 

3. It is evident that what will work m one school would not 
work in another, and that what one principal would prize another 
would not consider for a moment. The conditions are so essentially 
different in various schools that this is precisely as it should be. The 
main thing is that each school should be on the alert to develop, 
adopt or adapt such measures as will tend to increase its own moral 
efficiency. But I am inclined to think that if each school knew what 
every other school is doing, it might tend to the enrichment of all 
of them. 

4. Finally, most of what is found in our schools has been a grad- 
ual growth, an evolution from within rather than a sudden imposition 
from without. Nothing could be more wholesome than this. The 
same principle applies to other matters besides moral efficiency. 

II. The very mention of group loyalty, which we see in this 
city in a debased form in "The System," suggests that moral conduct 
is not merely the result of organized activity. Moral conduct is 
activity called forth and directed by ideas of value or worth — activitv 
that involves an intelligent choosing between that which is less and 
that Avhich is more worthy. There can be no morality without a 
reverent, enduring wholehearted interest in righteousness, and no 
interest can persist save as it is reasonable. (John Dewey) My 
second topic is, therefore, Moral Instruction As a Factor in Moral 
Efficiency. 



ioo THE H. S. T. A. BULLETIN. 

Should there be formal teaching- of Ethics in high schools: If 
a poll were taken in this or in any other audience of teachers. I am 
quite sure that the vote would be overwhelmingly adverse. There are 
reasons for this attitude. We believe that it is better to have practice 
without theory than to have theory wihout practice. We do not 
want to take the resopnsibility of having helped tq make moral prigs. 
We think talking and thinking about being good is often a cheap 
substitute for being good. 

We know the rather discouraged — at least very conservative — 
position Felix Adler has taken after thirty years of continuous and 
devoted experimentation in this field. Corruptio optimi pessima. 
We know what George Herbert Palmer has said about the purpose of 
his work as teacher of ethics — that it was not to make his students 
better men. 

We believe moreover in the side door theory of moral influence 
and instruction. We know too well that that which comes pompously 
and formally up to the front door is shown' into the parlor — where no 
one comes, except in an unnatural garb and in an unnatural frame of 
mind ; while that which enters informally by the side door finds itself 
in the living room where the family gather familiarly around and 
hear and heed even when they seem least to be listening. 

And yet . 

It is inconceivable that with definite problems out in the world 
that are to be wisely solved by these young people only by their being- 
wise, by having knowledge and a right view of the world ; and with 
certain kinds of knowledge that the high school is better able to give 
than any other of the moral agencies in the community; and with 
high school teachers — some of them — in possession of this wisdom — 
it is inconceivable, I say, that some way should not be found to 
impart it effectively. 

And such a way is being sought in our high schools and is being 
found. 

In the first place it should be said that every subject taught in 
high schools has its peculiar contribution to make to morality, and 
no teacher of any subject can be called entirely successful if he does 
not help to secure this contribution. Many of our teachers are making 
it their business to do this. 

In the second place there are problems peculiar to adolescent boys 
and girls, and these are being attacked in a very quiet and a very 
wise way by our teachers of biology, of hygiene and of physical train- 
ing. There is necessary here the utmost wisdom : a rare combination 
of frankness and reserve, of scientific information and personal in- 
fluence, and a motivation that shall be a vitalizing complex of prudence 
and principle, fear and reverence, care for one's self and care for one's 
fellow-men and fellow-women. 

One may envy the teachers in these departments their oppor- 
tunity — and at the same time be relieved not to have the burden of 
their responsibility. 

It is interesting to know that some of our high school bovs feel 






THE H. S. T. A.. BULLETIN. 101 

that such teaching may well be amplified. But the danger involved 
in so doing is obvious. 

There is, thirdly, another set of problems arising out of the gen- 
eral moral conditions in the community which were referred to at 
the outset. In view of these conditions it should not be surprising 
that the moral notions of many of our high school boys and girls are 
crude, selfish, materialistic, distorted. The cubists and futurists- 
are not confined to art. The same apparently wrong-end-to ideas in 
the realm of morals, expressed with the same frankness and naivete,, 
are met with in the high schools. 

This need may be met, in part, by the teachers of literature,, his- 
tory, civics, economics, and I have the testimony of a group of high 
school boys to the effect that is is so being met. It may be that there 
is room and need for a new course in Social Efficiency, with, provision 
for field work, such as visiting milk stations and employment bu- 
reaus of the better sort, and making a social survey of a block 
and noting the agencies for social service there. The more concrete 
and objective and the less bookish and theoretical such work, the 
better. Such a course has been projected. A course along somewhat 
similar lines, entitled "The Modern City of God," has to my personal 
knowledge met with the greatest success in a certain Sunday SchooL 
The help derived from personal talks with teachers is prized by 
the students, who wish that there were more opportunities for such 
relationships in our big schools. It is certainly a misfortune if it ever 
happens that the organization of a school is such that the oppor- 
tunities for a sufficiently prolonged personal acquaintance and in- 
fluence are decreased. 

Again the students find that ethical talks in Assembly are 1 very 
effective if the speaker is good and an authority in his subject. I know 
how large the if is. I have spoken in Assembly. 

I must leave this part of the subject with a single further com- 
ment. Granting that moral practice should greatly exceed theory, 
and that practice should both precede and follow theory, and that 
theory should grow out of practice, and that all ethical systemizing 
should be shunned, and that none should touch this subject but those 
who are morally and mentally competent to do so, — I believe that 
just as some intellectual illumination is necessary to efficiency in every 
line, so the need of such illumination can not be neglected here. I 
have had experience enough in trying to do this thing myself to know 
how excessively difficult it is to do it well, and how repaying when- 
well done. But some insight and interpretation and illumination there 
must be. And such things do not come of themselves. In some way 
the boys and girls in our high schools must not only be trained in 
moral habits, but be given moral insight — insight of the sort (to take 
two or three simple examples) that, with James, draws the fundamen- 
tal distinction between inhibition by substitution and inhibition by re- 
pression ; that shows that "to think is the moral act;" that interprets 
a case of being a "pig" in manners as Dewey interprets it — not as 
selfishness, necessarily, but as blindness to certain elements in the 



102 THE H. S. T. A. BULLETIN. 

situation, — "seeing simply the seat and not the seat and the lady." 

But this is a problem that must be worked out in each school in 
each school's own way. The most one outside the school can or should 
try to do is to define the problem and suggest lines of solution. 

III. But at this point some objector can restrain himself no 
longer and demands to be heard. "Moral Efficiency," says he, "does 
not come from organization, still less from theoretical instruction. It 
comes from inspiration. It is not a question of mechanism but of 
Spirit. What we need in the high school is personal influence and an 
atmosphere that emanates from persons of power, of devotion, sin- 
cerity, singlemindedness ; who love their work, who believe in boys 
and girls and understand and like them, and whose highest pleasure 
and real reward come from working with them and for them." 

I agree with this outburst, if you will allow me one modification : 
Inspiration is the great thing — it does the work of a thousand un- 
inspired devices, and what the inspired teacher is speaks louder than 
any number of uninspired teachers can say. But inspiration comes 
from organization of social units into a working whole, and it comes 
fiom knowledge of the truth, as well as from persons. Having made 
this point clear, I am prepared to admit — nay even, to claim — that the 
moral efficiency of any school depends chiefly upon the persons who 
administer the organization, and who give the instruction, and 
who are what they are in the presence of the young people who 
feel and know what they are, and who, respond to that influence in 
vital ways that they themselves do not know or feel. 

There are in every large school some who are positive forces for 
good, others at the other extreme who are found wanting, and those 
between who follow as best they can bufi who never lead, or who are 
inert or ineffectual, so far as strong, positive influence on character 
is concerned. 

In one school it is estimated that one-third of the teachers are 
strong, positive, either organizing centres or emanating centres of 
light and power ; that one-tenth are sneerers and non-co-operative, un- 
socializing; while the remainder follow the lead of the better sort 
and do fairly well. 

I know how many influences there are in this great system that 
tend to make the teacher forget the real things of his work. I 
realize, too, how certain tendencies of our time are against placing 
the emphasis on personal influence, and are for placing it instead on 
a certain scientific detachment and impersonality. But I must still 
maintain that personality after all — in spite of all I may have seemed 
to= say to the contrary — is at the centre of the moral problem — that 
it is indeed the kingpin of moral efficiency. 

If that be true, one further question is in order. I have said 
nothing thus far about religion, which is at the very centre of per- 
sonality, and which no one can deny has a very vital part to play 
in the development of moral efficiency. 

What is the relation of religion to moral efficiency? My own 
answer to this question is very brief and positive. The place of re- 



THE H. S. T.'A, BULLETIN. 103 

ligion in the teaching of morality is not (so far as I can see at 
present) in the curriculum but in the heart and life of the teacher. 
And there the form it will take is reverence and faith — the 
reverence that dignifies every human activity and relationship by 
viewing it sub specie aeternitatis ; the faith that, without losing hold 
of the things that are seen, has a firm grasp of the things that are 
unseen and eternal. It is the teacher of such reverence and such 
faith whose personality will be most potent for moral efficiency. 



PENSION BOARD REQUIREMENTS— VERIFICATION O? 
OUTSIDE EXPERIENCE. 

The Board of Education requires the following form of state- 
ment concerning teaching experience outside of the New York City 
schools, if such experience is to receive credit when applying for a 
pension: 

This is to certify that M . .taught 

in School, in (town or city) .-• 

for years (1890-1894) date. 

Signed. 

The above should be signed either by the principal or by a mem- 
ber of the Board of Trustees. If on the stationery of the school the 
signature need be attested by a Notary Public. Otherwise, the sig- 
nature must be attested by a Notary Public. 

If the school is defunct and the signature of the principal of a 
trustee cannot be obtained, a similar statement from a patron of the 
school, or from a pupil whom you taught, will be accepted, provided 
the signature is attested before a Notary Public. 

Since the requirements for retirement will probably become more 
stringent as the pension fund becomes depleted, it would be advis- 
able to have all signatures, whether made on school stationery or 
not, attested before a Notary Public. 

GROWTH OF THE H. S. T. A. OF NEW YORK CITY. 

Year President Members 

1900-1901 — Frank Rollins > ,,, , J , „ . . ( , 174 

27 ^ tt u \ (Manhattan and Bronx only) J '3 

1901-1902 — ( \ ......246 

1902-1903 — James J. Sheppard Unknown 

1903-1904 — " " " Unknown 

1904-1905 — Charles H. J. Douglas , 456 

1 905-1906 — James F. Wilson 494 

1906-1907— " " " 734 

1907-1908 — John L. Tildsley 577 

1908-1909— " " " 555 

1909-1910 — Arthur L. Janes 579 

1910-191 1 — " " " 685 

1911-1912 — William T. Morrey 73* 

1912-1913— ". " " 856 

1913-1914— " " " — 



io 4 THE H. S. T. A. BULLETIN. 

HANUS REPORTS. 
SECTION C. 

PROBLEMS IN ORGANIZATION AND ADMINISTRATION 

OF HIGH SCHOOLS. 

BY FRANK W. BALLOU, Ph. D. 

Director of School Affiliation and Assistant Professor of Education, 
University of Cincinnati. 

ANALYSIS OF CONTENTS 

I. The Size of Sections (Classes) 

II. The Work of Chairmen of Departments 

III. The Work of Teachers 

IV. Administrative Control of the High Schools 

V. Estimating the Need of High School Teachers 
(I) THE SIZE OF SECTIONS (CLASSES) 

Introduction # 

i. A committee of the board of superintendents. 

2. The principals as executive heads. 

3. The first assistants. 

(I) The Size of Sections (Classes) 

1. What constitutes effective high school organizations? 

2. The size of sections in German and mathematics in the city as 

as a whole. (Tables I. and II.). 

(1) Small sections in every high school. 

(2) Large sections in every high school. 

(3) Great variation in size of sections among high schools. 

(4) The size of sections for the city as a whole does not suf- 

ficiently approximate a standard. 

(5) The size of sections in individual schools does not suf- 

ficiently approximate the established standards. 

a. Sections in first term. 

b. Sections in the second to eighth terms, inclusive. 

3. Size of sections in German in selected schools. 

(1) Important facts which Table I. does not show, and which 

can be shown only by further detailed study. 

a. Whether the small or large sections are inevitable and 

hence defensible, or whether they could be avoided 
by a different distribution of pupils. 

b. The actual size of sections in each term. 

c. The range of size of sections in each term. 

d. The desirability of increasing the number of sections to 

reduce large sections. 

e. The possible combination of sections to reduce the num- 

ber of small sections. 

(2) Detailed study of sections in selected schools. 

a. Morris High School. 

b. Boys' High School. 

c. Richmond Hill High School. 

(a) The school as a whole. 

(b) Each term within the school. 

4. Proposed standard size of sections. 

(1) What is the proper size of section? 

(2) Provisional standard of thirty pupils recommended. 

(3) How far is the present practice from that standard? 

5. Summary of findings and recommendations. 

• Our findings concerning the size of sections may be summarized as 
follows: 

1. Large sections are due to 

(1) The present official standard size — which is too large. 

(2) The lack of the necessary teachers. 

(3) In a few cases, a bad distribution of pupils by the principal. 

2. Small sections are due to 



THE H. S. T. A. BULLETIN. 105 

(1) The inevitably small number of pupils in the upper terms of 

work. 

(2) In a few cases, a bad distribution of pupils by the principal. 
Hence, we recommend: 

1. The adoption of a standard size of section of thirty pupils for 
all terms as a provisional standard to be tested in practice. (1) 

2. The employment of enough teachers to make it possible for 
principals to keep the size of sections reasonably within the 
limits of the standard — twenty-eight to thirty-five pupils. (2) 

3. A careful study by the principals of tfye ' subject of program- 
making, to the end that unnecessary over-size sections may be 
reduced, and unnecessary under-size sections may be avoided. (3) 

(II) THE WORK OF CHAIRMEN OF DEPARTMENTS (31-53) 
Classification of teachers — 

(a) First assistants. 

(b) Teachers. 
Provisions in the By-Laws — 

1. Work as a teacher (Periods of teaching). 

(1) In the larger high schools. 

(2) In the smaller high schools. 

(3) Amount of time left for "other assigned duties". 

(a) In the larger high schools. 

(b) In the smaller high schools. 

(4) Teaching and study hall supervision. 
. . (a) In the larger high schools. 

(b) In the smaller high schools. 

(5) Summary. 

(6) Standard teaching assignments for chairmen of departments. 

2. Work as assistant to principal — 

(1) Scope and character. 

3. Work as chairman of department — 

(1) Responsibilities of the chairman of a department. 

(2) Bad results from lack of supervision. 
(?) Amount of time needed for supervision. 

4. Recommendations — 

The following recommendations are made: 

1. The chairmen of a department should, as in the case of other teach- 
ers, be allowed one free period each day. (4) 

2. The chairman of a department should be ollowed two periods each 
month for the class room visits and supervision of each teacher in his de- 
partment. (5) 

3. If the chairman of a department is assigned administrative duties 
(as first assistant), his number of teaching periods should be correspond- 
ingly reduced, in order that he may still have the required amount of time 
for the satisfactory supervision of his department. (6) 

4. The chairman of a department should be relieved, as far as possible, 
from all purely clerical work, which work should be performed by addi- 
tional clerks. (7) 

5. First assistants should be relieved, as far as possible, from super- 
vising study halls, and, except occasionally, also from an official class, in 
order that their time may be devoted to a higher grade of professional 
work. (8) 



(III) THE WORK OF OTHER TEACHERS (57-76) 



TABLE OF CONTENTS 
Periods of teaching — 

(1) Teachers of English, German, Mathematic, Biology and History. 

(2) Teachers of English separately. 

(3) Teachers of German, Mathematics, Biology and History. 

(4) Teaching and study hall supervision. 



io6 THE H. S. T. A. BULLETIN. 

a. Teachers of English, German, Mathematics, Biology and History. 

b. Teachers of English. 

c. Teachers of German, Mathematics, Biology and History 

2. Other assigned duties (in addition to teaching and study hall supervision). 
(i) Scope and character. 

(2) Classification of these duties. 

(3) Should these functions be assigned to teachers or to special ad- 

ministrative officers? 

(4) How much of the teaching staff should the principal have at his 

disposal for administrative purposes? 

3. Summary, Conclusions and Recommendations. 



1. Of the 671 teachers under consideration, 15-50 per cent, are teaching 
less than twenty periods; 82.11 per cent, are teaching from twenty to twenty- 
five periods, and 2.39 per cent, are teaching more than twenty-five periods. 

2. Of the 226 teachers of English, 25.66 per cent, are teaching less than 
twenty periods per week; 32.3 per cent, are teaching more than twenty-one 
periods, and only 42 per cent, are taching twenty or twenty-one periods— 
the standard fixed by the Department of Education. 

3. Of the teachers of German, mathematics, biology and history, 10.3 
per cent, are teaching less than twenty periods; 2.7 per cent, are teaching 
more than twenty-five priods, and 86.96 pr cent, are teaching from twenty 
to twenty-five periods — the standard fixed by the Department of Education. 

If study hall supervision is added to teaching, the following results are 
obtained: 

1. Of the 671 teachers, 2.4 per cent, are doing less than twenty periods 
of work; 41.4 per cent, are doing more than twenty-five periods of work, 
and 56.2 per cent, are doing from twenty to twenty-five periods of work. 

2. Over 50 per cent, of all the teachers have administrative duties to 
perform in addition to teaching and study hall supervision. 

3. Of the teachers of English, none are doing less than twenty periods 
of teaching and study hall supervision; 3.09 per cent, are doing twenty or 
twenty-one periods of work; 96.90 per cent, are doing over twenty-one periods 
of work; 26.5 per cent, are doing over twnty-five periods, and 33.6 per cent, 
are doing twenty-five periods. 

4. Of the teachers in other departments under consideration, 3.6 per 
cent, are doing less than twenty periods of work; 48.98 per cent, are doing 
more than twenty-five periods of work, and 47.41 per cent, are doing from 
twenty to twenty-five periods. 

Our analysis of the work done by teachers has led us to the following 
conclusions and recommendations: 

1. Over 15 per cent, of the teachers under consideration are teaching 
less than the minimum standard — twenty periods — because they are doing 
work other than teaching. Are not. some of these teachers doing too little 
teaching? We recommend that the Committee on High Schools of the Board 
of Superintendents investigate the qustion and report to the Board of Super- 
intendents. (9) 

2. If to teaching we add study hall supervision, we find that only a 
trifle over 2 per cent, of the teachers are doing less than twenty periods; 
and that over 41 per cent, are doing more than twenty-five periods of work 
(i. e., they do not have a free period each day). Are not some of these 
teachers doing too much work? We recommend, as before, that the Com- 
mittee on High Schools of the Board of Superintendents investigate the 
question and report to the Board of Superintendents. (10) 

3. In addition to teaching and study hall supervision, over 50 per cent, 
of the teachers have other assigned duties. 

4. We find, on examination, that some of these other assigned duties 
are purely clerical, and that a large part of them are administrative. 

We recommend that the principals and the Board of Superintendents 
differentiate very definitely between what is clerical and what is administra- 
tive work. (11) 

6. We recommend (a) that the principal of each high school be furnished 
a sucient number of competent clerks to perform the clerical work, and (b) 



THE H. S. T. A. BULLETIN. 107 

also, that the principal of each high school be definitely allowed a certain 
portion of the time of his teaching staff for the discharge of such administra- 
tive functions as he finds it necessary to assign to them. (12) 

(IV) ADMINISTRATIVE CONTROL OF THE HIGH SCHOOLS, AS 
IT AFFECTS INTERNAL ORGANIZATION. 



TABLE OF CONTENTS 
Introductory — 

A. The Principal's Responsibility for the Daily Program. 

1. Responsibility limited. 

2. How the principal makes the daily program not studied. 

B. The Department of Education's Responsibility for — 

1. The program of studies. 

(1) Questions raised. 

(2) Recommendations. 

2. The size of the high schools. 

(1) What is the proper size? 

(2) What is the present size of high schools in New York City? 

A. Statistics on size. 

B. Discussion of size. 

a. Can the principal discharge his responsibility to pupils? 

b. Can the principal discharge his responsibility to the par- 

ents? 

c. Can the principal discharge his responsibility to the teach- 

ers? 

d. Does the size of the school interfere with its administra- 

tion? 

e. Can all pupils be assembled at one time? 

C. High School "annexes." 

a. Importance of considering them. 

b. Definition, location and equipment. 

c. Organization. 

d. Other important considerations. 

(3) Recommendations. 

3. The size and number of class rooms. 

(1) Small and large sections a consequence. 

(2) Relation to the number of teachers. 

(3) A false economy. 

(4) Recommendations. 

4. The number of teachers employed. 

(1) Fundamentally and directly affects organization. 

(2) The method of appointment. 

A. The method now in use is inadequate, 
a. Important items: 

(a) Average number of pupils per teacher for the school 

as a whole. 

(b) The average number of pupils per teacher by de- 

partments, in a school. 

B. What the blank should contain: recommendations. 

a. Concerning the size of sections. 

b. Concerning the amount of teaching. 
C. Summary of Findings and Recommendations. 



C. Summary of Findings and Recommendations. 

Summary of our findings and recommendations by topics: 
A. The Principal's Responsibility for the Daily Program. We hnd: 

1. That the principals are responsible for the organization of recitation 

sections in their respective schools. 

2. That some of the principals have organized large and small sections 

in the same term of work, each of which could have been avoided 
by a different distribution of pupils. 

3. That the effective organization of the schools, as to number and 



108 THE H. S. T. A. BULLETIN. 

size of sections, by the principals is directly affected by factors 
controlled by the Department of Education. 
4. That these factors are the program ("course") of studies, the size 
of school, the size and number of class rooms, and the number of 
teachers employed. 

We recommend: 

That a thorough-going investigation be undertaken of program- 
making by the principals. This investigation should be made by 
a committee of high school principals and a committee of the 
Board of Superintendents working together. (13) 

B. The Department of Education's Responsibility for 

1. The Program of Studies, We raise these questions: 

(1) Has the Board of Superintendents considered the extent to which 

whicn the larger number of curricula ("general," "commercial," 

"manuel training," " ") in a school increases the 

number of small sections, and, hence, increases the amount of 
teaching to be done to care for a given number of pupils? 

(2) Has the Board of Superintendents considered to what extent, if 

any, the number of electives in a curriculum increases the cost 
of instruction, and whether the increased cost, if any, produces 
commensurate educational returns? 

(3) Has the Board of Superintendents followed any well conceived plan 

in determining the time allotments for high school subjects? Has 
it considered the daily program of the school in determining time 
allotments? 
We recommend: 

(1) That each question raised above be the subject of an investigation 

by the Board of Superintendents in order to determine — 

a. Whether, educationally and economicallly, there should be a 

single curriculum or several curricula in one high school. (14) 

b. Whether the number of "electives" increases the cost of in- 

struction and, if so, whether the educational results are com- 
mensurate with the increased cost. (15) 

c. A plan for assigning time allotments to subjects which shall 

take into consideration not only the educational value of 
each subject, but also whether it admits of making a satis- 
factory daily program. (16) 

(2) That the courses of study and curricula be subjected to continual 

but gradual revision and modification by committees of high school 
principals and teachers, and corresponding committeesc of the 
Board of Superintendents working together. (17) 

2. The Size of the High Schools. We find: 

(1) That the high schools in New York City, in most cases, are so 

large that (a) it is doubtful whether the principal can discharge 
satisfactorily his responsibility to pupils, parents and teachers; 
(b) that their very size interferes with their effective administra- 
tion, and (c) that an assembly of all students at one time is im- 
possible, and general facilities, such as lunch rooms, lockers, etc., 
cannot be adequately provided. 

(2) That the system of annexes is unsatisfactory, because, among other 

reasons, 

a. The opinion prevails that the teachers are inferior to those 

in the main building. 

b. The teachers change often. 

c. The teachers do relatively more teaching than in the main 

building, and often teach subjects other than those which 
they are licensed to teach. 

d. The sections are too large, being considerably larger than 

sections in the main, building. 

e. The students drop out faster than in the main building. 

f. The educational offering is not equivalent to the offering in 



THE H. S. T. A. BULLETIN. 109 

the main building. 

g. School spirit is lacking; teachers and pupils both prefer the 
main school. 

h. The organization of the school as a whole cannot be as ef- 
fective with annexes as it could be if all pupils were in one 
building. 
We recommend: 

(1) That high schools hereafter established be limited to 1,500 pupils (18) 

(2) That a definite policy be adopted of establishing high scnools in 

various parts of the city to take the place of annexes, and that 
additional high schools be established in accordance with that 
policy. (19) 

(3) That a plan be adopted of establishing the different types (special- 

ized and cosmopolitan, particularly the former) of high schools 
throughout the city, and that a careful study of their comparative 
effectiveness be made from year to year. (20) 

3. The Size and Number of Class Rooms. We find: 

(1) That some small sections are the result of the principals being 

forced to use small rooms in the main building. 

(2) That some large sections are the result of the principals being 

forced to use large rooms, particularly in annexes; some are also 
the result of filling class rooms in the main building to over- 
flowing on account of congested conditions. 

(3) That small sections mean expensive instruction, because the teach- 

ing reaches a comparatively small number of students. 

(4) That large sections often mean ineffective instruction, because the 

number of pupils a teacher can satisfactorily teach is limited. 
We recommend: 

(1) That the seating capacity of class rooms be limited to the maximum 

standard size of section to make over-size sections impossible. (21) 

(2) That in the new buildings constructed, and, as far as practicable 

in the building now in use, special study halls, seating 125 to 150 
pupils, be provided, so that less time of teachers would be re- 
quired in study hall supervision, and regular class rooms could 
be used more largely for recitation purposes. (22) 

(3) That more class rooms be provided through the building of more 

high schools- (23) 

4. The Number of Teachers Employed. We find: 

(1) That the method of increasing or decreasing the number of teachers 

in a department of study does not insure the appointment of 
teachers where they are needed. 

(2) Nor does it insure the declaring of teachers "in excess" where they 

are not nedd. 

(3) That, in many schools, there is not a sufficient number of teachers 

to maintain the standard size of section and the standard week's 
work for a teacher fixed by the Board of Superintendents. 

(4) That, in some schools, there are more teachers than would have 

necessary had the size of section not been abnormally small. 

(5) That the blank now used in the organization above noted is in- 

adequate for its purpose. 
We recommend: 

(1) That a reorganization blank be adopted which shall furnish the 
following essential facts, on which the need of changing the 
number of teachers in a department is based. (24) 

A. Concerning the size of sections: 

a. How many pupils are there in the department, and how are 
they distributed by terms of work pursued? (25) 

b. What is the number and size of sections by terms of work, 
as organized at the time of the application? (26) 

c. Is the size of sections, as organized, in accordance with the 
standards fixed by the Board of Superintendents? (27) 

B. Concerning the amount of teaching: 



no THE H. S. T. A. BULLETIN. 

a. How many periods of teaching and other work are teachers 
already employed in the department doing? (28) 

b. How much teaching and other work is there for the additional 
teacher or teachers to do. (29) 

c. Is the number of periods of teaching now being done by 

teachers in the department in accord with the standard fixed 
by the Board of Superintendents? (30) 



(V) ESTIMATING THE NEED OF HIGH SCHOOL TEACHERS 

TABLE OF CONTENTS 
Introductory — 

I. What Information is Necessary? It is necessary to know: 

1. The present trend in the number of pupils in the high school as 

shown by past experience and present conditions. 

2. The departments of study and the terms of work into which pupils 

were distributed in the past and the present and how many teachers 
it took and is taking to teach them. 

3. Whether the size of section and the amount of work teachers are 

doing in accord with the standards of the Board of Superintendents. 

II. Analysis and Criticism of the Blank Used in 191 1 — the blank unsatisfac- 

tory. 
III.. A New Blank Recommended — Analysis. (31) 

IV. Tabulating the Data in the New Blank. 

1. Data relating to the past experiences of the school. 

2. Data relating to the present organization of the school. 

V. Using the Data in the New Blank. 

1. To establish the validity of the principal's estimate. 

2. To determine the number of teachers needed. 
Questions to be answered by the data: 

a. Will the estimated number of pupils in the department of Ger- 

man (for example) require the formation of more sections 
than are now found? 

b. Can teachers already employed reasonably do more teaching 

than they are now doing? 

c. If additional sections are necessary, how many additional 
periods of teaching will they necessitate? 
d. How many teachers are needed to do all of the teaching re- 
quired? 

VI. Factors Conditioning the Effective Use of the New Blank. 

Our conferences with the high school principals on the new blank have 
revealed no little fear on their part, that the data might be misinterpreted 
by those who have to approve of budget estimates. Nevertheless, the princi- 
pals have expressed themselves as satisfied with the blank. It is obviously 
important that there should be a clear understanding of the purpose of the 
blank, and the method of using it. (32) 

The blank is the result of careful deliberation by us, and by the high 
school principals, in view of the needs of the high schools, and of the in- 
formation required by the school authorities, and the Board of Estimate and 
Apportionment. 

We suggest that a representative of the high school principals be invited 
to be present at all confernces of the school authorities and the Board of 
Estimate and Apportionment, in which the high school estimates are under 
consideration. (^^) 



Summary 

To sum up: 

1. The principals, the Board of Education, and the Board of Estimate 

and Apportionment should have a clear understanding of the pur- 
pose and method of using this blank. (34) 

2. The purpose of this blank is to provide a means of putting the es- 

timated need of teachers by the high school principals on a basis 
of recorded facts. (35) 



THE H. S. T. A. BULLETIN. ill 

After the principal has furnished the necessary data on which he 
makes his estimate, the responsibility for approving these estimates 
rests on the Board of Superintendents, and the responsibility for 
granting the required funds on the Board of Estimate and Appor- 
tionment. 

The data and estimates must be interpreted in the light of high school 
conditions and needs, and not according to elementary school con- 
ditions and needs. (37) 

The school authorities and the Board of Estimate and Apportionment 
should exercise the same care in passing on the data and the 
estimates, that has been devoted to the preparation of the data 
and estimates by the principals. (38) 

The blank should be used for a reasonable period of time; and it 
should be revised by the principals as experience suggests the need 
of revision — always, however, with a view to providing more ade- 
quately the information needed by the school authorities and the 
Board of Estimate and Apportionment. (39) 



PART II. SUBDIVISION III. 

High Schools. Section A. — "Courses" (Programs) of Study, Except 
Commercial Courses. 

By 
CALVIN O. DAVIS, Ph. D. 

Assistant Professor of Education, Inspector of High Schools, 
University of Michigan, Ann Arbor, Mich. 

TABLE OF CONTENTS 

Introductory (Showing Program of Studies) — 

Table I. 
Section 

I. The "General Course" in New York City. 

1. In what schools it is found. 

2. Analyzed by years. 

3. Analyzed by departments. 
'" 4. General regulations. 

II. The "General Course" in New York City Compared with the General 
Courses in Ten Representative Citiies — Boston, Chicago, Cincinnati, 
Cleveland, Detroit, Indianapolis, Los Angeles, Milwaukee, Newark 
and St. Louis. 
Introductory — 

1. In what form the courses are found. 

2. Scope or range of subject matter. 

3. Intensiveness of attack. (Total time allotment in periods per 

week). 

4. Flexibility. 

III. The Actual Administration of the ''General Course" in New York 

City. 
Introductory: 1, in the first year; 2, in the second year; 3, in the 
third year; 4, in the fourth year. 

IV. The "Serial Courses" in New York City. 

1. Girls* technical course. 

2. Manual training course for girls. 

3. Manual training, industrial and technical courses for boys. 

4. Commercial courses. 

Note. — Commercial education, being discussed in a special report by 
Superintendent Thompson, is but briefly touched upon here. 

V. The Special Courses in New York City Compared with Special 
Courses in Ten Representative Cities. 

1. In what cities special courses or schools are found. 

2. The aim is quasi-vocational. 

3. Scope and intensiveness of subject matter. 

4. Flexibility. 



H2 THE H. S. T. A. BULLETIN. 

VI. Criticisms and Recommendations Respecting the General Organiza- 

tion and Administration of the High School Programs (Courses) 
of Study in New York City. 
Introductory — 

i. The "General Course" and general school considered, 
(i) As to availability. 

(2) As to adaptability. 

(3) As to scope. 

(4) As to intensiveness. 

(5) As to flexibility. 

(a) Total prescriptions for graduation. 

(b) Prescriptions for graduation by subject. 

(c) Prescription by years. 

2. The "Special Courses" and the Special Schools. 
(1) Availability. 

VII. Summary of Recommendations (pp. 72-76). 



VII — Summary of Recommendations 

The following is a complete summary of the recommendations made 
in this report: 

A. Respecting the General Course of Study. 
I. It should be rendered more available to all young people of the 
city by means of — (41) 

1. Several additional high schools of different types and so 

distributed throughout the several districts of the city as 
to meet the needs of the pupils for whom they are in- 
tended. (42 

2. Giving serious consideration to the possible plan of defray- 

ing the expenses of transportation of those pupils who 
reside beyond walking distance, and for whom the cost of 
transportation. is a barrier to obtaining a high school educa- 
tion. (43) 
II. It should be better adapted to the varied needs of pupils by — (44) 

1. Extending the scope of studies to include — (45) 

(a) Manual training. 

(b) Domestic science and art in every school. 

(c) Applied art for girls. 

(d) Additional commercial subjects. 

(e) Advanced courses in mathematics, including the "Prin- 

ciples of Statistics," "Principles of Actuarial Science," 
and kindred subjects. 

(f) Intensified specialized courses in natural science. 

» (g) "Appreciation" or general information courses in the 

1 departments of the older academic subjects, 

(h) Specialized courses in Music and Fine Arts, 
(i) Courses in musical appreciation and art appreciation. 
(j) Mechanical drawing. 

(k) A course in introductory social science, including local 
government, local industries, study of vocations, his- 
1 tory of the recent past, and current topics. 

(1) Household economics, including household accounts, 
purchasing, dietetics, home decoration, home archi- 
tecture, household sanitation and household chem- 
istry. _ _ (46) 

2. Giving a greater intensiveness and continuity to some of the 

instruction by providing — (47) 

(a) That the work in English be allotted four or five 

periods throughout the entire course. 

(b) That plane geometry be assigned five periods per week 

in the second year, to conform to the standards 
set by the state. 
? f •*."' "■■"•! (c) That algebra and geometry of the third years be or- 



THE H. S. T. A. BULLETIN. 113 

ganized into two half courses of four periods each 
tor one term. 

(d) That as speedily as possible the recently issued syllabi 

in history be adopted by all schools. 

(e) That all science courses alter the first year be accom- 

panied by individual laboratory work on the part 
of the pupils, and that to facilitate this work such 
science courses be assigned not fewer than five 
periods per week. 

(f) That courses in music, art and drawing be multiplied 

and be assigned three or four periods per week. 

(g) That oral expression be given much attention in every 

class exercise, particularly in class exercises in Eng- 
lish, and that a three-period course be made available 
in the third or fourth year, 
(h) That physical training provide a minimum of theory 
and a maximum of practice, exercise and games. 
Making the administration more flexible by — (48) 

(a) Prescribing for graduation a much smaller amount of 

rigidly specified work than at present, such pre- 
scriptions to include only — (49) 

1. Three years' work in English (including oral 
expression), aggregating fifteen periods. 

2. One year's work in introductory natural science, 
aggregating four periods. 

3. One year's work in introductory social science, 
aggregating four periods. 

4. One year's work in United States history and 
civics, aggregating five periods. 

5. One year's work in manual training for boys or 
domestic science and art for girls, aggregating 
four periods. 

6. Two years' work in drawing, aggregating two 
periods. 

7. Two years' work in music, aggregating two 
periods. 

8. Four years' work in physical training, aggregat- 
ing eight periods. 

9. Assembly throughout the course, aggregating 
four periods. 

Or a total of forty-eight periods. 

(b) Prescribing by specific subjects, for the respective 

years, not to exceed the following: (50) 

1. First year — 

Periods 

English, including oral expression 5 

Introductory natural science 4 

Introductory social science 4 

Physical training 2 

Drawing r 

Music 1 

Assembly 1 

Total iS 

2. Second year — 

English 5 

Manual training or domestic science and art 4 

Physical training 2 

Drawing 1 

Music 1 

Assembly I 

Total 14 



114 THE H. S. T. A. BULLETIN. 

3. Third year — 

English 5 

Physical training 2 

Assembly 1 

Total 8 

4. Fourth year — 

United States history and civics 5 

Physical training 2 

Assembly 1 

Total 8 

(c) Making foreign language study alternative with math- 

ematics (Si), and, upon the advice and approval of 
the principal of the school, waiving the alternative 
entirely for such individuals as can profit more by 
taking some other subject (52). 

(d) Encouraging principals, in conjunction and co-opera- 

tion with their respective corps of teachers, to study 
needs (53) and to modify their courses of study and 
programs of study in accordance with their find- 
ings (54)- 

(e) Organizing the program of studies into a series of 

suggestive parallel curricula, each containing the 
prescribed subjects, and, in addition, elective sub- 
jects, arranged so as to give an intensive training 
in some one or at most two fields of knowledge (55)- 

(f) Issuing more than one type of diploma — for example, 

the Regents' high school diploma (56) and the New 
York City high school diploma. 
B. Respecting the Special Courses or the Special Schools. 
I. They should be made more available to all young people of the city 
by means of — (57) 

1. Several additional high schools distributed throughout the 

several districts of the city (58). 

2. The incorporation of additional special or technical courses 

parallel to the general course in the general high schools 
(59). 

3. The incorporation, as electives in the general course, of ele- 

mentary courses in semitechnical work (60). 
II. The high schools should be made more adaptable to the varied needs 
of pupils by — (61) 

1. Extending the scope of work in each type of school (62). 

2. Differentiating the subject matter and instruction of the in- 

cluded academic subjects so as to give them a decided 
technical bent (63). 

3. Giving a somewhat greater intensiveness than at present to 

the prescribed academic courses (64). 

4. Permitting, during the third and fourth years, individual 

specialization in aspects of the work that have aroused 
peculiar interest (65). 

5. Encouraging principals of high schools freely to organize 

special courses and special curricula to meet the needs of 
pupils whose stay in school must be short, and whose in- 
terests are best served by giving them "appreciation courses" 
and much practical knowledge and training (66)., 



THE H. S. T. A. BULLETIN. 115 

PART II. SUBDIVISION III. 

Section B. — Commercial High Schools and Commercial Courses 

in High Schools. 

By 
FRANK V. THOMPSON, Ph. D. 

Assistant Superintendent of Schools, Boston, Mass. 
TABLE OF CONTENTS 
Section I 
Scope and Aims of the Report. 
High Schools Maintaining Commercial Courses. 
Courses of Study. 
Character of Pupils. 
Persistence of Pupils. 

How Pupils Choose of Commercial Courses. 
Teachers of Commercial Subjects. 
Regents' Examinations. 

Relation of Academic to Vocational Work. 
Commercial Laboratories and Office Equipment. 
Placement of Graduates. 
Apparent Aim of Commercial Education. 

Section II 
Testimony of Principals Concerning the Aim of Commercial Education. 
Testimony of Business Men Concerning Business Needs. 
Figures from the Permanent Census Board. 
Evidence Drawn from Business Organization. 
Transfers from Clerical Department of Business to Competitive. 
Evidence from the Vocation Bureau of Boston. 
Commercial Education of Girls. 
Clerical Training Over-emphasized. 

The Narrow Aim of Present Day Commercial Education. 
Where the Majority of the Business Recruits Come From. 
The Standards Set by Business Men. 
Co-education in Commercial Education. 
An Experiment in Segregation of the Sexes. 

Courses of Study in New York City — Commercial High School, Brooklyn. 
Commercial Course in Jamaica, Flushing, Newtown, Richmond Hill, Faf 

Rockaway and Bushwick High Schools. 
Course of Study in the High School of Commerce, Manhattan. 
Teachers in Commercial Schools without Experience and Training. 
Reasons for Poorer Quality of Commercial Pupils. 
Objections to Regents' Examinations. 

Section III 
Vocational Education Defined. 

New York City Commercial Courses Are Not Vocational. 
The Countrywide Misconception of Commercial Education. 
A Better Plan. 

Adjustments That Commercial Education Must Make. 
Business Men and Their Responsibilities to Commercial Education. 
Difficulties in the Way of Better Commercial Courses. 
Newer Types of Commercial Schools — High Schools of Commerce. 
Course of Study for a Boys' Commercial School. 
Cooperative Arrangements Between Schools and Business Houses. 
Merchandise and Salesmanship for Girls. 
Separation of the Sexes in Commercial Education. 
Elective Commercial Courses. 
Evening and Continuation Schools. 

Proposed Evening Commercial Course in the High School of Commerce. 
Failure of the Public to See the Need of the Extension of Evening and 

Continuation Schools. 
One- Year and Two-Year Commercial Courses. 
Intermediate Schools and Commercial Courses. 
Need of a Special Commercial School in Jamaica. 
Summary and Recommendations. 



ii6 THE H. S. T. A. BULLETIN. 

Summary and Recommendations. 

i. The contemporary conception of commercial education in New York 
City should be largely expanded and should emphasize the larger and more 
important aspects of commercial activities (67), such as merchandising (68), 
salesmanship (69), business organization (70), and advertising (71). 

_'. A temporary special commission should be created to consist of com- 
mercial teachers temporarily detached from teaching service, who should co- 
operate with business experts, and xamine .into business conditions in relation 
to commercial education. A commission of this kind will discover a more 
adequate basis for commercial instruction, whether in day, evening, or in 
continuation schools, than the city now has. The partial studies presented 
in this report regarding business conditions affecting commercial education 
can with profit be carried on until clearer and more positive conclusions can 
be reached (72). 

3. There should be a council of chairmen of commercial departments 
in high schools to study, weigh and recommend to the Department of Edu- 
cation (Board of Superintendents and Board of Education), improvements 
in courses and methods pertaining to commercial education (73); in other 
words, there should be a definite agency, officially recognized, for the organ- 
ization and unification of educational experience in the field of commercial 
education (74). 

4. The sexes in commercial courses should, wherever possible, be sepa- 
rated (75)- The training for each sex should be differentiated in accordance 
with the differing tastes and apitudes of boys and girls, and the different 
vocational demands which each will meet (76). 

5. The regents' tests for commercial subjects and related academic sub- 
jects should be abandoned to give larger scope for objective standards drawn 
from the business world (77). . 

6. Teachers of academic subjects in commercial courses and in special 
commercial schools should possess, either through actual business experience 
or through theoretical study, or both, a knowledge of and a sympathy with 
the proper ideals of commercial education (78). To this end there should 
be separate eligible lists for all teachers giving instruction in commercial 
schools and courses (79). 

7. There should be a supervisor of commercial work for all grades, 
whether in intermediate schools, evening and continuation schools, or in day 
schools (80). There should be a unified policy throughout the whole range 
of the work. The divided attention of a number of general supervisors, some 
concerned with day schools and others concerned with evening schools, can 
yield neither unified policy nor comprehensive treatment (81). 

8. Special teachers should be appointed to act as field agents for com- 
mercial schools and courses. These teachers may be calld vocational assist- 
ants and should perform duties in connection with commercial education 
similar to those of "coordinators" in connection with industrial education. 
See Dean Schneider's report (82). 

9. Cooperative relations between commercial schools and commercial 
houses should be sought and established. Teachers and business men must 
unite upon a common plan (83). That New York Citv business men realize 
the importance of such cooperation is shown by the Chamber of Commerce 
in appointing a special committee on commercial education. Other commer- 
cial bodies should adopt a similar policy (84). Business men must share the 
burden of education with the state, and must share this burden in a direct 
wav by giving opportunity for participation in practice during the period of 
school training (8s). Advisory committees of business men (with advisory 
functions only) should be established to guide and counsel commercial 
schools on the one hand (86), and, on the other, to awaken business men 
generally to a sense of their responsibility with respect to commercial edu- 
cation (87). It is only by an equal partnership of the schoolmaster and the 
business man that the problem can be solved in a comprehensive and effective 
way. Up to the present time the schoolmaster has borne more than his share 
m the attempted solution of the problem. 



THE H. S. T. A. BULLETIN. 



ii7 



EAST NEWYORK AND BROWNSVILLE HIGH SCHOOL. 

Study No. i. 

Those Intending to Enter High School January 22, 1912. 

FROM PUBLIC SCHOOLS. 



No. 
64 

72 

73 
76 

84 
108 
109 
144 
149 

155 
158 
165 

12 



Boys 

• 23 
. 29 

• 34 

• 19 
. 78 
- 63 
. 76 



. 44 

■ 35 

■ 25 
40? 

474 



Girls 
21 
28 
21 
12 
65 
45 
74 
6 

4i 
22 

23 

41? 

399 



TO HIGH SCHOOLS. 
Names Boys 

Commercial High School 160 

Boys' High School 126 

Bushwick High School 45 

Eastern District High School 20 

Girls' High School ■ — 

Jamaica High School 16 

Manual Training High School 47 

Erasmus Hall High School 14 

Scattered and Estimated 
(Uncertain) 

Richmond Hill 3 

Flushing , . . 1 

Stuy vesant 2 

Washington Irving 3 

Morris 1 

City College 1 

Vocational School 2 

Manhattan Trade 1 



Totals 

44 

57 

55 

31 
143 
108 

150 

14 (y 2 oi 28) 

85 
57 
48 

81? (Estimated) 



873 



Girls 



28 
98 

94 
60 
16 
16 



Totals 
160 
126 
123 
118 

94 
76 

63 
30 



Total to Competing High Schools. . . .428 362 790 

Percentages 54% 46% 100% 

BY COURSES OF STUDY (ESTIMATED) 
Boys 

Latin 170 

German 40 

Commercial 175 

Manual Training. . . 43 



428 



Girls 


Totals 




172 


342 


(8) Classes 


40 


80 


(2) " 


160 


335 


(8) " 




43 


(1) " 



36; 



790 (19) Classes of 40 



n8 THE H. S. T. A. BULLETIN. 

The feeding schools to proposed High School would fill a school 
ranking about fourteenth among those then existing. January I, 1912, 
when the totals were as follows for the smallest seven, in order of size: 

No. 13, Bushwick 1074 

No. 14, Bryant 885 

No. 15, Jamaica 797 

No. 16, Curtis 797 

No. 18, Richmond Hill 694 

No. 19, Flushing 501 

No. 20, Far Rockaway 233 

No. 21, Bay Ridge Annex 567 

EAST NEW YORK AND BROWNSVILLE 

CONDITION, FEBRUARY, 1913. 

A careful study of the Applications for Admission to High Schools 

for February, 1913, from the eleven public schools in the Brownsville 

neighborhood of Brooklyn (P. S. 64, ^2, 73, 76, 84 Boys, and Girls, 

108, 109 B. & G., 149, 155, 158 and 165) show that: 

In round numbers there were 1,300 pupils to graduate, of whom 
about 850 expected to enter High Schools. 

The High Schools preferred were : Boys', 144; Bushwick, 127; 
Commercial, 170; Eastern District, 100; Erasmus, 39; Girls', 92; Ja- 
maica, 46; Manual Training, 49; Richmond Hill, 52; Stuyvesant, 4; 
Vocational, 4 ; Washington Irving, 5 ; rest scattering. 

An analysis by courses would result in approximately: 
General Latin, 360 pupils in, say,' 6 classes; 
General German, 140 " " " 3 
Commercial, 400 " "10 

Manual Training, 50 " " " 2 



Totals 850 " " " 21 

Probably at least 700 of them entered High Schools by the end 
of February. 

There were in the various years of various High Schools from 
1,800 to 2,000 pupils who would be properly in a Brownsville High 
School if it were then running. Twice that number would be ready 
before a building for them could be erected. Two buildings should 
be started. 

CONDITION JUNE, 1913. 

From the preceding two studies and from the tables on page 92 
of this Bulletin, we estimate that after the June promotions this dis- 
trict will have in various high schools : 



Pup 



Is of First Term, 800 to 900 ioo%, 

" Second " 530 "• 600 67%' 

" Third " 400 " 450 51% 

" Fourth " 320 " 350 39%- 

" Fifth " 200 " 240 27%' 

" Sixth " 180 " 200 23%- 

" Seventh " 120 " 130 1^% 

" Eighth " 130 " 140 16% 



Pupils of all Terms, 2680 to 3010 338% 



THE H. S. T. A. BULLETIN. 



♦New Bronx G43 Westchester 

Annex 5634 Tremont 



DIRECTORY OF HIGH SCHOOLS OF NEW YORK CITY 

PRINCIPAL 

School Telephone Location ok Teacher in 

Charge op Annex 

'Bay Ridge 711 Bath Beach. .. 86th st., near 18th av. (P. S. 101) .. Harry A. Potter. 

Annex 1273 Bay Ridge. . . . 92d st. and Gelston av. (P. S. 104) . 

Boys' . . 690 Bedford Marcy and Putnam avs. and Madison 

st Iambs Sullivax. 

Randolph, St. Lawrence and Ham- 
mond aves. (P. S. 47) Gilbert S. Blakely 

106th st., Bainbridge and Driggs avs. 

(P. S. 46) 

Bryant 40 Astoria . Wilbur av., Academy and Radde sts., 

L. I. City Peter E. Demarest. 

Annex 1146-W Astoria . . . Van Alst av., near Flushing av., L. 

I. City (P. S. 7) 

Bushwick 13 Bushwick Evergreen av., Ralph and Grove sts. 

(P. S. 75) Frank Rollins. 

Annex 5055 Wmsburg . ... St. Nicholas and Willoughby avs. and 

Suydam st. (P. S. 162) William T. Morrey 

Annex 7411 Prospect . . . . Ryerson St., near Myrtle av. (T. S. 

69) Julius M. Johnson 

Annex 3514 Bushwick . . . Quincy st., near Stuyvesant av. (P. 

S. 129) Lewis B. Semple. 

Commercial 3' 1 .32 Bedford Albany av., Bergen and Dean sts.. William Fairley. 

Annex 7736 Bedford Bedford and Jefferson sts W. E. Doggett. 

Curtis 351- J Tompkinsville Hamilton av. and St. Mark's pi., New 

Brighton 

Annex 922 J Tottenvilie .. Academy pi., Tottenville (P. S. 1) . D. L. Feldman. 

De Witt Clinton. . .4175 Columbus . ..10th av., 58th and 59th sts John L. Tildslfy. 

Eastern District . . 4565 Wmsburg . , . Marcy av., Rodney and Keap sts . . . W. T. Ylymen. 

Annex 1715 Greenpoint. . . Havemeyer, N. 6th and 7th sts (P. 

, S. 143) Anna L. Phillips. 

Erasmus Hall . ...288 Flatbush Flatbush av., near Church av W. B. Gunnison. 

Far Rockaway . . . .95 Far Rockaway. .Far Rockaway S. J. Ellsworth. 

Flushing 321 Flushing Sanford av.. Flushing J. H. Clark. 

Girls' 372 Bedford . Nostrand av., Ilalsey and Macon sts. W. L. Felter. 

Annex 5926 Prospect . ...St. Mark's and Classon avs. (P. S. 

42) M. Ellen Barker. 

H S. of Commerce. 2658 Columbus . . . .65 th and 66th sts., west of Broadway J. J. Sheppard. 

Annex 8114 Bryant 120 West 46th st. (P. S. 67) Alfred C. Bryan. 

Jamaica 165 Jamaica Hillside av., Jamaica T. C. Mitchill. 

Manual Training .1380 South 7th av., 4th and 5th sts C. D. Larkins. 

Annex 24 South Prospect av., opp. Reeve pi Charles Perrine. 

Annex 2027 Main Duffleld, Johnson and Gold sts. ... Arthur L. Baker. 

Morris 605 Melrose 166th st., Boston rd. and Jackson av. John H. Denbigh. 

Annex 2360 Melrose Mott av. and 144th st. (P. S. 31) .. Irving A. Heikes. 

Newtown 40 Newtown Klmhurst J. D. Dillingham. 

Annex 122 Newtown Elmhurst (P. S. 89 1 

Richmond Hill . . . .26 Richmond Hill. . Flm st., Richmond Hill Isaac N. Failor. 

Stuyvesant 3739 Stuyvesant ..15th and 16th sts.. west of 1st ave.E. R. von Nardroff 

Wadleigh 1892 Morningside ..114th and 115th sts.. west of 7th av.STUART H. Rowe. 

Annex 4865 Harlem 138th st.. west of 5th av. (T. S. 100) Kath. A. Speir. 

Washington Irving. 3292 Stuyvesant ..Irving pi., 16th ard 17th sts W. McAndrew. 

♦New Manhattan. . 2446 Stuyvesant ..341/0 East 12th st A. M. Wolfson. 

Annex 4061 Chelsea 60 West 13th st 

Annex 1612 Chelsea 140 West 20th st. (P. S. 55) 

♦New Bronx and New Manhattan High Schools not yet officially named, etc. 





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H. S. T. A. BULLETIN 

SLACK, EARL B. — Assistant Physical Science, Washington Irving H. S. ; 600 Academy St., Man- 
hattan. Tel. 2305 Audubon. 
SLATER, FLORENCE W — Assistant Biology, Washington Irving H. S. ; Women's University Club, 

106 E. 52d St., Manhattan. Tel. 7800 Plaza. 
SLATER, HENRY B — Commercial Branches, Newtown H. S. ; 127 4th St., Elmhurst, L. I. 
SMALLHEISER, ALBERT LEE— Substitute License History, Physical Training, Bushwick H. S 

Hart St., Brooklyn. Tel. 3912 Williamsburg. 
SMITH, ANNA H.— Assistant English, De Witt Clinton H. S. ; 121 N. Maple Ave., East Orange N. I 
SMITH, CHARLOTTE— Assistant Mathematics, Girls' H. S. ; 92 Gates Ave., Brooklyn. 
SMITH, CHAS. M. — Commercial Branches, Newtown H. S. ; 24 De Koven St., Forest Hills, L. I. 

Tel. 6238-R Forest Hills. 
SMITH, ERNEST E.— Assistant History, Boys' H. S. ; 186 Maple St., Brooklyn. Tel. 293S-R. Flat- 
bush. 
SMITH, JOSEPH— Assistant Spanish, Commercial H. S. ; 75 McDonough St., Brooklyn. Tel. 228"; 

Bedford. 
SMITH, J. CLARENCE— Assistant Latin, Manual Training H. S. ; 430 4th St., Brooklyn. Tel. 3315-W 

South. 
SMITH, DONALD E. — Assistant History, Morris H. S. ; 1161 Amsterdam Ave., Manhattan. Tel. 4619 

Morningside. 

SMITH, EDITH IVES— Assistant Physical Training, Tulia Richman H. S. ; 225 W. 14th-' . Man- 
hattan. Tel. 2055 Chelsea. 
SMITH, FRANCES A.— Assistant English, Washington Irving H. S. ; 197 Gates Ave., Brooklyn. Tel. 

4933 Prospect. 

SMITH, FRANKLIN H— Assistant Mathematics, Wadleigh H. S. ; 414 W. 120th St. Tel. 3895 Morn- 
ingside. 
SMITH, GRACE L.— Assistant Music, Manual Training H. S. ; 48 Sterling PI., Brooklyn. T>!. 3067-J 

Prospect. 
SMITH, G. MONTGOMERY— Assistant French, Washington Irving H. S. ; 75 McDonough St., Brook- ^ 

Tyn. Tel. 2285 Bedford. 
SMITH, HARRIET K.— Assistant Stenography and Typewriting, Evander Childs H. S. ; 2674 Valentine 

Ave., The Bronx, N. Y. C. Tel. 1430 Fordham. 
SMITH, HELEN— Assistant Biology, Manual Training H. S. ; 620 E. 17th St., Brooklyn. To!. 623i-R 

Flatbush. 

SMITH, HERBERT O.— Assistant Chemistry, De Witt Clinton H. S. ; 146 Fenimore St., Brookl-n. 
SMITH, TAMES V.— Clerical Assistant, Stuvvesant H. S. ; 84 Grove St. 
SMITH, LOUISE— Assistant English, Bushwick H. S. ; 59 Downing St., Brooklyn. 

SMITH, L. BREWSTER— Assistant Mathematics, H. S. of Commerce; 97 Vista PL, Mt. Vernon, N. Y. 
SMITH, MARGUERITE— Assistant Biology, Bushwick H. S. ; Hotel San Remo, Manhattan. Tel, 6700 

Columbus. 
SMITH, MAUD — Domestic Science, Newtown H. S. ; 106 Morningside Drive, Manhattan. 
SMITH NATALIE A.— Assistant English, Erasmus Hall H. S. ; 2181 Bedford Ave., Brook 
SMITH. SEYMOUR L.— Assistant Machine Shop, Stuyvesant H. S. ; 70 Morningside Drive, Man- 
hattan. 
SMITH, THOMAS P.— Assistant English, De Witt Clinton H. S. ; 302 Barclay St., Flushing, L. 1. Tel. 

918-J Flushing. 
SMITH, WALTER M.— Assistant Manual Arts (Machine Shop), Stuyvesant H. S. ; 2342 Aqueduct 
Ave., The Bfohx, N. Y. C. 
MITH, W. PALMER— Assistant Oral English, Stuyvesant H. S. ; 330 E. 19th St., Brooklyn. Tel. 
\ 1318-W Flatbush. 

/TITHERS, HERLINDA G— Assistant Spanish, Bay Ridge H. S. ; 425 W. 144th St., New York. 
ATIDER, ANNIE MAUDE— Assistant English, Washington Irving H. S. ; -113 E. 18th St., Man- 
hattan. Tel. 1134 Gramercv. 
TOW, ELLA M.— Assistant French, Bryant H. S. ; 500 W. 121st St., Manhattan. Tel. 4590 Morn- 
ingside. 
TOW, MINNIE R— Assistant Mathematics, Manual Training H. S. ; 386 4th St., Brooklyn. Tel. 

784-R South. 
JYDER. B. LOUIS— Assistant Physical Science, Manual Training H. S. ; 474 3d St., Brooklyn. Tel. 

2638 South. 
)HON MICHAEL D.— First Assistant Physical Science, Morris H. S. ; 1344 Chilholm St., The Bronx, 

N. Y. C. 
>LOMON, CHARLES— Assistant Mathematics, Manual Training H. S. ; 144 Sterling St., Brooklyn. 

"Tel. 5069-W Flatbush. 
)LOMON, MICHAEL— Assistant Latin, De Witt Clinton H. S. ; 982 Aldus St., Bronx. Tel. 591] 

Melrose. 
)MMERFIELD, ALFRED— Assistant Commercial Branches, Washington Irving H. S. ; 536 W. U3d 

St., Manhattan. Tel. 2898 Audubon. 
>ULE, BERTHA LOUISE— Assistant Latin, Manual Training H. S. ; 204 Columbia Heights, Brook- 
lyn. Tel. 3590 Main. 
JUTHWELL, ETTA ESTELLE— Assistant Biology, Bushwick H. S. ; 161 Emerson PL, Brooklyn. 

Tel. 5274 Prospect. 
ARKMAN. C. F.— Substitute French, De Witt Clinton H. S. ; 54 W. 10th St., Manhattan 
ARKS, MINNIE E — Assistant German, Erasmus Hall H. S. ; 2173 Bedford Ave., Brooklv 
AULDING, FRANK B.— Assistant Physics and Chemistry, Bovs' H. S. ; 324 Decatur St., Brooklyn. 

Tel. 2220-W. Bedford. 
'ERLING, HARRY— Assistant Physical Training, Eastern District H. S. ; 391 Marlborough 

bush. 
'EAR, AUSTIN E — Assistant Modern Languages, H. S. of Commerce; 419 S. Columbus Ave., Mt. 

Vernon, N. Y. 
ENCER, MARY— Assistant Drawing, Girls' H. S. ; 61 Livingston St., Brooklyn. 
ENCER, ESTELLA— Assistant Drawing, Morris H. S. ; 1051 Tinton Ave., The Bronx, N. Y. C. 
ERLING. HARRY E.— Physical Training, Eastern District H. S. ; 391 Marlborough Rd., Flatbush. 
IER. KATHERINE A.— Assistant Teacher in Charge of Annex, Wadleigh H. S. Annex; 127 Lin- 
coln St., Montclair, N. J. 

331 



HIGH SCHOOL DIRECTORY 

SPILLER, SUSAN M. — Substitute French, Washington Irving H. S. ; 2465 Broadway, Manhattan. Tel. 

4848 Riverside. 
SPRAGUE, ALM ED A— Assistant English, Girls' H. S. ; 1764 Bedford Ave., Brooklyn. 
SPRAGUE, HAYES C.— Assistant Drawing, H. S. of Commerce; 97 W. 163d St., The Bronx, N. Y. C. 

Tel. 5666 Melrose. 
SPRAGUE, LAURA E— Assistant History and English, Erasmus Hall H. S. ; 580 E. 21st St., Brooklyn. 
SQUIRES, MARTHA U. — Assistant German, Bushwick H. S. ; 25 McDonough St., Brooklyn. 
STACEY, SIDNEY G.— Assistant Latin, Erasmus Hall H. S. ; 177 Woodruff Ave., Brooklyn. 
STAEHLIN, LEONIE E. — Assistant German, Morris H. S. ; 461 Ft. Washington Ave., Manhattan. 

Tel. 409 Audubon. 
STAHL, GEORGE F.— Assistant Manual Arts (Toinery), Stuyvesant H. S. ; 2804 Pond PL, The Bronx, 

N. Y. C. 
STAMM, CAROLINE L.— Assistant German, Evander Childs H. S. ; 25 N. 7th Ave., Mt. Vernon, N. Y. 

Tel. 2791-R Mt. Vernon. 
STANNARD, T. E.— Assistant Chemistry, Boys' H. S. ; 51 Ouincy St., Brooklyn. Tel. 1772 Prospect. 
STANTON, ANNA ELIZABETH— Biology, Bushwick H. S. ; 419 Ocean Ave., Brooklyn. Tel. 3936 

Flatbush. 
STAPFF, HETTA — Assistant German, Curtis H. S. (Rosebank Annex) ; 445 Richmond Rd., Richmond* 

N. Y. Tel. 176-R New Dorp. 
STAPLETON, CHRISTOPHER ROBERT— Assistant English, Stuyvesant H. S. ; 6 Caryl Ave.. 

Yonkers, N. Y. 
STARKEY, WARREN L.— First Assistant Commercial Branches, Jamaica H. S. ; 464 E. 26th St., 

Brooklvn. Tel. 966 Flatbush. 
STEBBINS, CHARLES M — Assistant English, Boys' H. S. ; 1427 Union St., Brooklyn. Tel. 7111 

Prospect. 
STEERS, EDNA L— Assistant Biology, Girls' H. S. ; 1251 Pacific St., Brooklyn. 

ST1EG, FERN— Asst. Physical Training, Bushwick H. S. ; 1321 Bedford Ave. Tel. Bedford 3381-J. 
STEIGMAN, BENTAMIN M— Assistant English, Stuyvesant H. S. ; 1538 Minford PI., New York. 
STEINBERG, PAULINE— Assistant Stenography and Typewriting, Bryant H. S. ; 530 Manhattan Ave.. 

Manhattan. Tel. 3927 Morningside. 
STEINECKE, JEANNETTE A.— Substitute Stenography and Typewriting, Annex 129, Bushwick H. S. ; 

55a Lynch St., Brooklyn. Tel. 1150 Williamsburg. 
STEINERT, TOHN BERNHARDT— Assistant Joinery, Stuyvesant H. S. ; Hastings-on-Hudson, N. Y. 

Tel. 749 Hastings. 
STEPANEK, BEATRICE— Latin, Eastern District H. S. ; 601 W. 115th St., Manhaltan. Tel. 8704 

Morningside. 
STERN, REGINE— Assistant German, Manual Training H. S. ; 434 7th St., Brooklyn. 
STERNBERG, GEORGE— Assistant German, Commercial H. S. ; 173 W. 140th St., Manhattan. 
STEVENS, ALICE A.— Assistant Historv, Girls' H. S. ; 427 Nostrand Ave., Brooklyn. 
STEVENS, HENRY J.— Assistant Latin, De Witt Clinton H. S. ; 525 W. 150th St., Manhattan. 
STEVENS. WILLIAM S.— Assistant Mathematics, De Witt Clinton H. S. ; 33 Greystone Park, Yonkers. 

Tel. 1705 Yonkers. 
STEVENSON, BEULAH E.— Assistant Drawing. Girls' H. S. ; 1098 E. 38th St., Brooklyn. 
STEWART, CHARLES A.— Assistant Commercial Branches, Richmond Hill H. S. ; 739 Hamilton Ave.. 

Richmond Hill, L. I. 
STILSON, WILLIAM E— Assistant Mathematics, Richmond Hill H. S. ; 508 Chestnut St., Rich- 
mond Hill, L. I. 
ST. JOHN, EMILY P.— Assistant English, Girls' H. S. ; 294 Argyle Rd., Brooklyn. Tel. 4831-J 

Flatbush. 
ST. JOHN, ROBERT P.— First Assistant English, Commercial H. S. ; 815 E. 14th St., Brooklyn. 
STOCKES, JOHN H.— Assistant Physics, Erasmus Hall H. S. ; 197 E. 17th St., Brooklyn. Tel. 4576-W 

Flatbush. 
STONE, BERTHA R.— Assistant Phonography, Washington Irving H. S. ; 202 W. 74th St., Manhattan. 

Tel. 3948 Columbus. 
STONE, LIMOND C— Assistant Mathematics, Boys' H. S. ; 148 Putnam Ave., Brooklyn. Tel. 4430-R. 

Bedford. 
STONE, KATHARINE W.— Assistant Latin, Erasmus Hall H. S. ; 365 Monroe St., Brooklyn. 
STONE, LULU M.— Assistant English, Girls' H. S. ; 1433 Union St., Brooklyn. 
STONE, MARY M. — Assistant Mathematics, Erasmus Hall H. S. ; 1234 Pacific St., Brooklyn. 
STONE, MABEL— First Assistant Girls' Shop, Manual Training H. S. ; 566 7th St., Brooklyn. Tel. 

2191-M South. 
STONE, MAUDIE L.— Assistant Biology, Manual Training H. S. ; 525 5th St., Brooklyn. Tel. 1384-W 
South. ' 

S;TONE, M. GRACE— Assistant Latin, Wadleigh H. S. ; 609 W. 177th St. Tel. 5568 Audubon. 
STONEP. PRTSCILLA G. (Mrs. T. W.)— Assistant English, Wadleigh H. S. ; 537 W. 121st St. Tel. 

5120 Morningside. 
STORY, HELEN M— Assistant Domestic Science, Morris H. S. ; 1018 E. 163d St., The Bronx, N. Y. C. 

Tel. 4600 Melrose. 
STOTLER, ALBERT— Assistant Manual Arts (Woodturning), Stuyvesant H. S. ; 98 Bechknoll Rd.. 

Forest Hills, L. I. 
STRATFORD, ALINE C— Assistant English, Eastern District H. S. ; 163 Clinton Ave., Brooklyn. Tel 

5368-W Prospect. 
STRATFORD, ALINE C— English, Eastern District H. S. ; 163 Clinton Ave., Brooklyn. Tel. 5368-W 

Prospect. 
STRASBURGER, BERTHA— Assistant Mathematics, Wadleigh H. S. ; 55 W. 95th St. Tel. 6621 

Riverside. 
STRAUSS, JULIUS— Assistant Phvsical Training, De Witt Clinton H. S. ; 971 E. 179th St., Manhattan. 

Tel. 3412 Tremont. 
STKAYER. FRANKLIN R.— Assistant Physics, Morris H. S. ; 11 Primrose Ave., Mt. Vernon, N. Y. 

Tel. 262-W Mt. Vernon. 
STROM, CARL A. W.— Assistant Mathematics, Erasmus Hall H. S. ; 446 74th St., Brooklyn. Tel. 
798-W Bny Ridge. 



OFFICIAL BULLETIN 

of the High School Teachers ' Association of New York City 
No. 40 OCTOBER 1913 

The Board of Representatives, on May 23, 191 1, empowered the Executive 
Committee to issue a Bulletin monthly, instead of four times a year. 

THE FIRST GENERAL MEETING FOR 1913-1914 will be held 

Saturday, November 1, 1913, at the High School of Commerce. 
DEPARTMENT MEETINGS begin at 10 A. M. Besides the. pro- 
grams as given below, there will be in some Sections elections 
of Chairmen for 1913-1914. 
For more detailed announcements see papers. 
GENERAL MEETING begins at 11. 15 A. M. in Auditorium. .-. 
ORDER OF BUSINESS: 
REPORTS OF OFFICERS. 

REPORTS OF CHAIRiMEN OF COMMITTEES. 
ELECTION OF DELEGATES to choose members of Teachers' 
Advisory Council. The Association is to choose two High 
School Principals, two First Assistants, two Men High 
School Teachers, and two Women High School Teachers to 
represent the Association in the Conference, to be held 
November 13, 191 3. 

NEW BUSINESS. 

WILLIAM T. MORREY, President. 

MARY J.. BOURNE, Secretary. 

DEPARTMENT MEETINGS, 10 A. M. 

ANCIENT LANGUAGES— Room 534, Dr. Walter E. Foster, Stuyvesant 
High School, Chairman. Discussion of question: 

What Latin should be taught in the New York City High Schools, 
by Dr. Walter E. Foster, Chairman "of Committee to study Hanus High 
School Course of Study. Recommendations. 

What should be the work of this department for 1913-1914? 

Election of Chairman for IQ13-1914. 
BIOLOGY— Room 301. Mr. Harvey B. Clough. H. S. of Commerce, Chair- 
man; Frank Merrill Wheat, DeWitt Clinton H. S., Secretary. : 

Topic: "The Chemistry of Photosynthesis," by Dr. Walter H. Eddy. 
Chairman of the Department of Biology. High School of Commerce, and 
Assistant in Biological Chemistry, Columbia University. 
BOOKKEEPING SECTION— Room 303, William R. Hayward, Head of 
Commercial Department, Washington Irving High School, Chairman. 

"Topic: "Vocational Guidance'' with a Discussion of what has been 
done in the Commercial High School, by Gilbert S. Raynor, Commercial 
High School. 

On the Revision of Courses of Study in Commercial High Schools 
by the Chairman. 
DRAWING— Room 302, Eunice F. Faulkner, Eastern District High School. 
Chairman. 

An important business meeting and a discussion of Plans for the 
Department of Drawing for the year. 



122 THE H. S. T. A. BULLETIN. 

ELOCUTION— Room 201, Mr. Raymond W. Kellogg, Chairman; W. Palmer 
Smith, Stuyvesant High School, Secretary. 

The Teaching of Phonetics," by Miss Margaret Klein, Flushing High 
School. t 

Discussion of the Tentative Syllabus for Elocution in New YorkCity 
High Schools. 

All teachers of Elocution, Voice Culture and Oral Expression are 

cordially invited. 

HISTORY AND ECONOMICS— Room 205, Mr. Alfred C. Bryan, Head of 
Department of History, High School of Commerce, Chairman. 

Topic: ""Geography and History in High Schools;" some concrete 
suggestions presented for discussion by Mr. Augustus S. Beatman, 
High School of Commerce. 

EXHIBIT— "A New Use for an Old Wall Map," by William T. Mor- 
rey, Head of Department of History, Bushwick High School. 

MODERN LANGUAGES— Room 401, Co'man Dudley Frank, DeWitt Clin- 
ton, High School, Chairman. 

Election of Chairman and Officers of the Department for 1913-1914. 

MATHEMATICS— Room 304, Mr. Edward A. Hook, Commercial High 
School. 

"Efficiency in Teaching Mathematics With Special Regard to Methods 
of Saving Time," by Mr. Ralph P. Bliss, Commercial High School. 

Preliminary Report from the Committee on Reference Books for 
Mathematical Libraries, by Mr. Elmer Schuyler, Head of Department of 
Mathematics, Bay Ridge High School, Chanrman of Committee. 

PHYSIOGRAPHY— Room 506, Mr. Earl B. Slack, Washington Irving High 
School, Chairman. 

"Field Observation and its Advantages to Teachers of Geography," 
by Prof. Raymond B. Earle, Normal College. 
Illustrated by Stereopticon. 

SHORTHAND— Room 216, Mr. William P. O'Ryan, Commercial High 
School, Chairman. 

Exhibit and Demonstration of the Stenotype. 



TEACHERS OF ENGLISH. 

Dr. William H. Maxwell will give an address on "The Essentials of Eng- 
lish" at 10:30 A. M. on Saturday, November 15, 1913, at the Washington 
Irving High School, Room 601, before the New York City Association of 
High School Teachers of English. Mr. Charles S. Hartwell, Head of De- 
partment of English, Eastern District High School, President. 

All elementary school teachers of English above the sixth year are 
invited to be present. 

ANNOUNCEMENT. 

The Board of Representatives meets the last school Tuesday of every 
school month, except September and June. The first meeting will be Oct. 28fh. 

Dues for the year should be paid to your Senior Representatives and by 
him forwarded before the first General Meeting to the Treasurer, Dr. Loring 
B. Mullen, Girs' High School, Brooklyn. 

The November Bulletin of the Association is nearly all in type. Its 40 
or more pages 'will contain first Biennial Report of the President, Dr. Lin- 
ville's Committee's Report on High School Mortality, Mr. Kingsbury's Com- 
mittee's Report on Credit for Laboratory Note Books, a Report from Mr. 
Weaver on Vocational Guidance, High School Directory and Statistics. 

WILLIAM T. MORREY, 

President. 

October 18, 1913. 



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124 



THE H. S. T. A. BULLETIN 



DIRECTORY OF HIGH SCHOOLS OF NEW YORK CITY 



Busliwick :. ... 3403 Bushwick 

Annex 



Annex .,922- J Tottenville 

De Witt Clinton. . .4175 Columbus . 
Eastern District . . 4565 Wmsburg . 

Annex 1715 Greenpoint. 



PRINCIPAL 
School Telephone Location ok Teacher in 

Charge of Annex 
Bay Ridge . ......711 Bath Beach... 86th st., near ISth av. (P. S. 101).. Harry A. Potter. 

Annex . ....1273 Bay Ridge 92d st. and Gelston av. (P. S. 104). 

Boys' . 690 Bedford Marcy and Putnam avs. and Madison 

■ st .Tames Sullivan. 

Bryant ....40 Astoria Wilbur av., Academy and Radde sts., 

L. I. City PETKU E. DKMAUE.ST. 

Annex 1146- W Astoria . . . Van Alst av., near Flushing av., L. 

I. City (P. S. 7) 

400 Irving Ave Frank Rollins 

13 Bushwick Evergreen av., Ralph and Grove srs 

( P. S. 75) William T. Morrey 

Annex 3514 Bushwick . . . Quincy st., near Stuyvesant av. (P. 

S. 129) Lewis B. Sempi.k. 

Commercial . .....3'. 32 Bedford Albany av.. Bergen and Dean sts.. William Fairlky. 

Annex 7736 Bedford Bedford and Jefferson sts W. E. Doggett. 

Curtis .£51- J Tompkinsville Hamilton av. and St. Mark's pi., New 

Brighton . D. L. I eldma.w 

Academy pi., Tottenville (P. S. 1) 

10th av., 58th and 59th sts John L. Tildslfy. 

Marcy av., Rodney and Keap sts...W. T. Vlymen. 
Havemeyer, N. 6th and 7th sts (1*. 

S. 143) Anna L. Phillips. 

Erasmus Hall . ...288 Flatbush Flatbush av., near Church av W. B. Gunnison. 

Evander Childs . . 643 Westchester . . Randolph, St. Lawrence and Ham- 
mond aves. (P. S. 47) Gilbert S. Blakely 

Annex . ........ 5634 Tremont .... 196th St., Bainbridge and Driggs avs. 

(P. S. 46) 

Far Rockaway . ... 95 Fur Rockawr-iy . . Far Rockaway S J. Ellsworth. 

Flushing 321 Flushing Sanford av.. Flushing J. II. Clark. 

Girls' 372 Bedford . . . . . . Nostrand av., Halsey and Macon sts.W. L. Felter. 

. St. Mark's and Classon avs. (P. S. 

42) . M. Ellen Barker. 

.65th and 66th sts., west of Broadway J. J. Sheppaud. 

. 120 West 46th st. (P. S. 67) Alfred C. Bryan. 

Jamaica . ........ 165 Jamaica Hi.lside av., Jamaica T. C. Mitchill. 

Julia Richman . . . .2446 Stuyvesant . . 34 y 2 East 12th st. .A M. Wolfson. 

Annex 4061 Chelsea 60 West 13th st 

Annex 1612 Chelsea 140 West 20th st. (P. S. 55) 

Manual Training . 1380 South 7th av.. 4th and 5th sts. C. D. Larkins. 

Annex 24 South Prospect av., opp. Reeve pi Charles Perri.ve. 

Annex 2027 Main Duftield, Johnson and Gold sts. ... Arthur L. Baker. 

Morris 605 Melrose IGOth st.. Boston rd. and Jackson av. John H. Denbigh. 

Annex . ........2360 Melrose Mott av. and 144th st. (P. S. 31),. Irving A. Heikes. 

Newtown . ....... 40 Newtown Elmhurst J. D. Dillingham. 

Annex 122 Newtown Elmhurst (P. S. 89) 

Richmond Hill . ... 26 Richmond Hill . . Elm St., Richmond Hill Isaac N. Failor. ' 

Stuyvesant 3739 Stuyvesant ..15th and 16th sts., west of 1st ave.E. R. von Nardroff 

Wadleigh .1892 Morniagside ..114th and 115th sts., west of 7th av. Stuart H. Rowe. 

Annex 4865 Harlem 138th st.. west of 5th av. (P. S. 100) Kath. A. Speir. 

Washington Irving. b'ZQ2 Stuyvesant ..Irving pi., 16th ard 17th sts W. McAnd-rew. 



Annex . 5926 Prospect . 

H S. of Commerce. 2658 Columbus 
Annex 8114 Bryant . 



OFFICIAL BULLETIN 

of the High School Teachers' Association of New York luy 
No. 41 NOVEMBER 1913 

The Board of Representatives, on May 23, 191 1, empowered the Executive 
Committee to issue a Bulletin monthly, instead of four times a year. 

THE SECOND GENERAL MEETING FOR 1913-1914 will be held 
Saturday, Dec. 6, 1913, at the High School of Commerce. Details 
in the next Bulletin. Chairmen of Sections should send in pro- 
. grams of their sections at once. 
NEXT MEETING OF THE BOARD OIF REPRESENTATIVES 
will be held Tuesday, Nov. 25, 1913, at the High School of Com- 
merce. 
Chairmen of Sections and Chairmen of Committees are expected 

to be present to outline their plans of work for the year. 
Senior Representatives are expected to report on the membership 

of their schools. Dues for 1913-1914 should be paid. 
Each Senior Representative should bring with him, as of Ofct. 31. 
JC^, or later: 

(1) A Library Card for every teacher, showing: (1) Name 
(last name first); (2) position; (3) subject; (4) high 
school ; (5) home address ; (6) telephone. 

(2) Two complete lists of teachers by departments, each de- 
partment on separate sheets of paper. 

(3) An alphabetical list of all teachers in school, ready to go 
to printer. 

Discussion of the question: What subjects should be brought to 
the attention of the Teachers' Council? 

WILLIAM T. MORREY, President. 
MARY J. BOURNE, Secretary. 

PRESIDENT'S BIENNIAL REPORT. 

The President thanks his friends in the Association for honoring 
him with a third term. 

This will enable him, he hopes, to have completed and published 
studies on: (1) The Ideal Courses of Studies for High Schools; (2) 
The Ideal Equipment of the Various Departments in the Ideal High 
School ; and (3) A Directory of the High School Teachers. He will 
continue in 1913-1914 the lines of work planned when he was first 
elected in May, 191 1. 

Purpose. 

He then had in mind the Application of the Principles of Scientific 
Management to High School Problems, that is, the Study of Effi- 
ciency. This purpose has for two years been carried out along three 
lines — in the general meetings, in the department meetings, and in the 
work of the various committees of this Association. This pumas'* 



126 THE H. S. T. A. BULLETIN 

has influenced other associations also, for Mr. Feldman told the 
Schoolmasters' Association of New York City and Vicinity in January,. 
1913: "As far as I know, every gathering' of secondary teachers m 
New York City, this school year, has had for its topic of discussion 
"Efficiency" in some form or other." 

The Organization, 

The 850 members are represented by about seventy-seven repre- 
sentatives in the Board of Representatives,, which meets on the last 
school Tuesday of every school month, excepting September _ and 
June, with "power to act upon all matters affecting the association.'" 

All schools are advised to send all their representatives or sub- 
stitutes duly accredited to every meeting, bringing some idea as a 
contribution. 

The Executive Committee consists of the President, Vice-Presi- 
dent, Secretary, Treasurer, and three other elected members. It has 
the power to "approve all appropriations of funds and shall audit and 
direct the payment of all bills." 

Standing Committees^ — Teachers' Interests and Secondary Educa- 
tion, each with nine members, including the President. 

Such other Committee as may be ordered or as may be appointed 
by the President, who may also remove chairmen and members. 

Finances. 

The finances of the Association for many years have been care- 
fully attended to by the Treasurer, Dr. Loring B. Mullen, Head of 
the Department of Mathematics, Girls High School. He reports 
the following facts : 

Deducting from the amount in the Treasury when this admin- 
istration began, the secretary paid out for Year Book, Postage, Room 
Rent, etc., chargeable to the preceeding administration of President 
Janes there was a net balance of $13.39. 

The first year the receipts were $740.78, the expenses $531.06. 
the balance during the year was increased $209.72. 

The second year the receipts were $858.85, the expenses $568.69, 
the balance was increased $290.16. 

The balance in the Treasury Oct. 28, 1913, $600.37 (with this 
Bulletin to be paid for.) 

Bulletins. 

The policy of issuing Bulletins instead of Year Books has been 
continued. It is more expensive, but it publishes addresses and 
reports in a comparatively short time after they are ready. 

The President has enjoyed the little time he has spent in the 
printing office for it has brought back his boyhood experience as a 
printers' devil. 

President's Appointing Power. 

He was empowered by Board of Representatives on Oct. 31, 191 1, 
to appoint a Committee on Efficiency and such other committees as 
he sees fit to call. [Bulletin No. 3, p. 3.] May 28, 1912, power to 
appoint was renewed and power to remove was added. [Bulletin 
No. 35, p. 3.] These powers were again renewed by the Board of 
Representatives on October 28, 1913. 



THE H. S. T. A. BULLETIN 127 

Policy 

The President has tried : 

First. To bring about as friendly relations as possible between 
the men and women in the high schools and among their various 
organizations. 

Jan. 7, 191 1, the Board of Representatives passed a resolution, 
that this Association pledges itself to take no part in any salary 
proposition! [See Bulletin No. 29, p. 3.] 

Second. To devote the two years' work to a practical examination 
of the Principles of Scientific Management and their use in increasing 
High School Efficiency. 

Third. To find out who wanted to do some valuable piece of 
work, to help form their committees, to support them financially. 

Fourth. To give full credit to whom credit is due. 

Relations With Other Associations. 

The President has tried to bring about friendly relations with 
the other associations. This association has been addressed by rep- 
resentatives of the Association of High School Principals, the Presi 
dent of the Association of High School First Assistants, Mr. Alfred 
C. Bryan, and by the President of the Male High School Teachers' 
Association, Mr. Riobert H. Keener. The President of the Women's 
High School Teachers Association, Miss Lina E. Gano, was invited 
to address the Association ; she said she was unable to do so, but 
suggested a substitute. 

These various associations have, everyone, its own legitimate 
field, but there are many questions in which all are interested. It 
was planned to take up in this association the study of the relations 
between High Schools and Elementary Schools, a vital topic, but 
this was abandoned out of courtesy to the Women's High School 
Teachers' Association. 

In a similar way this association did not prosecute its studies 
in Programs and Program Making, out of deference to the High 
School Principals' Association. 

The President will be glad to be informed of fields into which 
others desire to enter. The harvest is plenty, the laborers are few. 
If several associations desire to enter the same field let them co- 
operate, or defer one to another. 

This Association has a convenient means, in its Bulletin, for the 
publication of such work as may be of general interest to high school 
teachers — whether this work is done by an individual, by a school, 
or by a committee. 

Relations to the N. B. A. 

The work of Mr. Clarence D. Kingsley for this association and 
his work along similar lines for the National Educational Association 
have brought the two associations into close relations. 

The President does not know whether his plan, to have the Ideal 
Course of Study worked out by Departments in New York City, is in 
any way responsible for Mr. Kingsley's Commission of the N. E. A. 
on the Reorganization of Secondary Education. 



*»8 tHE He S. t. A, BULLETIN 

The General Meetings, 

The general meetings have served as a forum for the discussion 
of school problems and as a source of inspiration. 

If the reports of these meetings should be published as a book 
with the title "Efficiency Studies of New York City High Schools/' 
the various chapters would be ; 

I. The 'Prlmcliples of Scientific Management ^ind How tliey 
would affect School Effiicency, by Mr. Harrington Emerson, Consult- 
ing Engineer. 

II. What is this School System for? A Re-E'xamination of 
Educational Commonplaces, by Prof. Paul H. Hanus of Harvard 
University. 

III". Efficiency in Administration, by Associate Superintendent 
Edward L. Stevens, Principal James Sullivan of Boys' High School ; 
First Assistant Alfred C Bryan, High School of Commerce and 
President of Male High School First Assistants' Association; Grade 
Adviser Miss H. Elizabeth Seelman of Girls' High School, and (Class 
Teacher Miss Maud E. Manfred of Richmond Hill High School.) 

IV. Efficiency in Type of High School — Large vs. Small, and 
Specialized vs. Cosmopolitan, by Mr. Frederick H. Paine of Eastern 
District High School, and Mir. Clarence D. Kingsley formerly of 
Manual Training High School. 

V. Efficiency in the Rjecitation, by District Superintendent 
Darwin L. Bardwell, in Charge of High Schools. 

VI. Efficiency in the Various Departments — Address by Alfred 
C, Bryan, on Duties of First Assistants. This work is to be carried 
on during 1913-1914 in the various section meetings of the associa- 
tion. High standards have been set for these studies, by two already 
made in the Department Meetings: 

(a) Efficiency in the Mathematics Recitation, by Daniel D. Feld- 
man, formerly First Assistant in Erasmus Hall High School, now 
Principal Curtis High School. 

(b) Efficiency in the History Recitation, by Arthur M. Wolfson, 
formerly First Assistant in History DeWitt Clinton High School, 
now Principal Julia Richman High School. 

VII. How to Test Pupils — A means of Judging Efficiency of 
Teaching, by Prof. Charles H. Judd of University of Chicago. 

VIII. The Efficient Teacher : "What Constitutes the Teacher 
of Superior Merit?" A Discussion by Examiner George H. Smith, 
Superintendent Edward L. Stevens, and Principals Clark, Denbigh, 
Fairley, Felter, Larkins, McAndrew, and Tildsley. 

IX. High Schools and Moral Efficiency — Addresses by Hon. 
Frank Moss, Assistant District Attorney of New York City, and 
Examiner Walter L. Hervey. 

Superior Merit. 

The largest meeting in the history of the High School Teachers' 
Association was that of March 16, 1912, devoted to a discussion of 
this question. The addresses of Examiner George J. Smith, Associate 
City Superintendent Edward L. Stevens and Principals Clark of 
Flushing, Denbigh of Morris, Fairley of Commercial, Felter of 



THE H. S. T. A. BULLETIN 129 

Girls', Larkins of Manual Training, McAndrew of Washington 
Irving, and Tildsley of DeWitt Clinton are in Bulletin 34, pp. 4-27. 

The Association on March 24, 191 2, took formal action through 
its Executive Committee, ratified also by the Board of Representatives 
at the March 28, 1912, meeting, asking the Committee on High 
Schools of the Board of Education : 

(1) To rate as of Superior Merit all teachers whose marke are 
B-f- or higher; superior being a comparative term and not a superla- 
tive, not equivalent to supreme. 

(2) To rate as of Superior Merit those receiving the maximum 
salaries of their grade, prior to Jan. 1, 1912. 

(3) To rate as approved for twelve years, such as have been 
approved for nine years and have in addition received credit for three 
additional years in the adjustment of the Junior Teacher Question. 

First Assistants. 

This position, at first a salary grade, is the most available avenue 
to increase salary for the efficient teacher. It is his Door of Hope. 

The Association has taken an active interest in restoring it to 
a salary grade. May 23, 191 1, the Board of Representatives recom- 
mended : 

1. That first assistants be appointed on the grounds of efficiency 
in teaching and administrative work without regard to chairmanship 
of a department. 

2. That it be desirable that one first assistant be appointed in 
high schools for every 150 pupils registered. [Bulletin No. 29, p. 2.] 

The Board of Representatives endorsed, Feb. 25, 1913, the fol- 
lowing amendments to the By-Laws, proposed by the New York 
-High School Principals' Association : (a) Amend Section 52, para- 
graph 3, by striking out words "First Assistant." Insert: 

(b) Every assistant teacher in high schools who has been 
granted a license as first assistant teacher shall be entitled to the 
rank and pay of a first assistant teacher without further examination 
or appointment, and said rank shall become effective, and said salary 
shall be paid from the first day of January of the year next following 
that in which the license as first assistant teacher is granted, provided, 
that no first assistant shall receive on becoming a first assistant 
teacher a salary less than he would have received if he had remained 
an assistant teacher. 

(c) Examinations for the .license as first assistant teacher in 
high schools shall be held at least biennially in all subjects for which 
the license as first assistant teacher is provided in the By-Laws. 

Committees on Principles of Scientific Management as Applied to 
High School Problems. 

This committee was organized with Dr. Edward H. Fitzpatrick 
as Chairman. It was under certain conditions to become the Com- 
mittee on Efficiency. The Chairman gave an excellent preliminary 
address to the Board of Representatives and later prepared a report. 
The President regrets that the Chairman did not prepare, as re- 
quested, a systematic report as to the best methods to be adopted. 
Dr. Fitzpatrick's suggestive Annual Report before he left to take 



130 THE H. S. T. A. BULLETIN 

part in Wisconsin State School Inquiry may be found in Bulletin 
No. 36, pp. 43-46. 

The report on Teaching- of Stenography by Air. Edward J. 
McNamara, of Jamaica High School, was set up and galley proof 
copies were used as a basis of a Section Meeting. It was the basis 
of very strenous discussion. By the time it was to be published, many 
of the criticisms no longer held, and at Mr. McNamara's request 
publication was held up. A report on Typewriting by Mr. David H. 
O'Keefe of the Jamaica High School has been promised. 

Dr. Henry R. Linville's Ccmmittee. 

Dr. Linville's painstaking and valuable report on the Mortality 
in High Schools is published in this Bulletin. 

It represents much hard work, careful investigation, and tem- 
perance in statement. It well deserves most careful consideration. 
Laboratory Note Books. 

Mr. George H. Kingsbury, of Newtown High School, organized a 
committee and made a careful study of this question. The valuable 
report of the committee appears in this Bulletin. 

Uniform Grammatical Terminology. 

The President had hoped soon to be able to report progress by 
Mr. Charles Perrine's Committee. This Committee should co-ordinate 
the excellent work done by the High School English Teachers' As- 
sociation with work done along similar lines in England, and should 
work out, if possible, a terminology that will hold when the pnpil 
takes up his German, his French, his Latin, or his other foreign 
language. 

Last Day of School. 

March 25, 1913, the Board on initiation of Mr. Frederick C. 
White, of Morris, started a movement that he carried into other 
associations and that finally led to closing the schools Friday, June 27, 
instead of Monday, June 30. (Bulletin 38, p. 88.) 

Similar action should be taken to have the schools opened after 
the Christmas Holidays Monday, January 5, instead of Friday, 
January 2, 1914. 

New High Schools. 

Studies were made of high school conditions in Brownsville and 
East New York partions of Brooklyn for three terms for graduates 
of Public Schools in January 191 2, and for January and for February 
I 9 I 3- (See Bulletin No. 39, pp. 117 and 118.) 

Studies of many other local conditions should be made this year. 
Materials for such studies will be issued in the Bulletin. 
Committee on Students Aid and Employment. 
During the last two years the committee has co-operated with other 
associations in the movement for systematic efforts in vocational 
guidance and as all the high schools have had committees in operation, 
this committee has confined its activities to the extension of its list 
of vocational bulletins. The sale of the bulletins has paid for their 
printing so that no demands have been made upon the treasury of 
the association. The Chairman is preparing a financial statement. 
Bulletins and circulars of information have been furnished free to all 
applicants who were members of the association. 



THE H. S. T. A. BULLETIN 131 

In September the various subcommittees on particular industries 
resumed their weekly meetings. These are held on Monday evenings 
at 25 Jefferson avenue, Brooklyn. The new bulletins, which are in 
course of preparation, will be printed as funds become available. 
Vocational Instruction. 

The Board of Representatives, May 28, 1912, directed the Secre- 
tary to urge that the New York City members of Congress consider 
the Page Bill in support of an appropriation of $14,000,000 for Voca- 
tional Education. 

Committee on Conference with Colleges. 

The Report of the Committee of Nine, was favored by five out 
of six members of the Committee. Dr. Sullivan believed that both 
mathematics and a foreign language should be required for entrance 
to college. — Meeting of Representatives, Oct. 31, 191 1. [See Bulletin 
No. 3i,V 3.] 

Teachers' Absences 

Mr. Charles R. Fay, of Erasmus Hall, formed a committee whose 
report was approved by the Board of Representatives on April 30, 
1912, and by the Board recommended to the Board of Education. 
The report is printed in full, Bulletin 34, pp. 31-46. 

Sabbatical Year. 

The most important of Mr. Fay's recommendations is that a 
sabbatical year for study or travel be allowed on half pay< 

These recommendations were taken up by Mr. Fay and his com- 
mittee with a Committee of the Board of Education ; but no action 
has been taken by the Board. 

The subject is growing in interest and will undoubtedly be taken 
up by other Teachers' Associations and by the Teachers' Advisory 
Council and again laid before the Board of Education. 

All interested in this vital question owe a vote of thanks to Mr. 
Fay. 

We believe that if a sabbatical year is granted there will be fewer 
break downs in the service and a diminished demand on the Pension 
Fund. 

Pension Legislation. 

Frederick H. Paine of Eastern District High School has been 
chairman of Committee on Pensions and has ably represented the 
Association in the various conferences. 

The logic of events is showing the soundness of Mr. Paine's 
contention that the City should pay an increasingly larger share into 
the fund. 

The pension of a retired teacher plus the salary of a beginning 
teacher, may amount to less than the full salary received by the pen- 
sioner just before he was pensioned. 

In addition to thus saving money there is also an increased 
efficiency from younger and more enthusiastic teachers. 

It is good business policy to retire the weak. 

Pensions are looked upon by some as simply deferred payments 
on inadequate salaries. 

Hanus Committee. 

At the Jan. 30, 1912, meeting it was moved that a committee be 



132 THE H. S. T. A. BULLETIN 

formed at the discretion of the President, to represent the High School 
Teachers' Association before the Hanus Committee. [Bulletin No. 
33, P. 2.] 

At Feb. 2j, 1912, meeting Mr. Kingsley reported that 16 were 
present at the first meeting of this Conference Committee on Course 
of Study, and that there was entire agreement on the need of greater 
flexibility in the high school course. 

The committee was enlarged to 57, of whom 40 were present 
at the second meeting'. At this meeting a sub-committee was ap- 
pointed to put its recommendations into shape. 

This preliminary draft of the report of the sub-committee was 
read to the Board of Representatives and discussed — especially the 
five subject and four subject plans and the requirements. 

The report was finally amended and adopted by the committee 
March 5, 1912, and published in full with list of members of com- 
mittee on pages 10-12 of Bulletin No. 33. 

It recommends that the Course of Study in New York High 
Schools have (1) greater flexibilty : . (2) the introduction into the 
general course "under proper restrictions, such subjects as may be 
demanded by a reasonable number of students, and for which there 
are qualified teachers in the school ; (3) greater concentration upon 
fewer subjects ; (4) the five-subject plan per week, each subject allotted 
four hours per week of prepared work, enabling those desiring to 
specialize to take two-fifths of their work vocational and three-fifths 
academic. 

The Central Council to Study Hanus Reports. 

The President planned to devote much of the energy of the as- 
sociation to the stud}/ of the Hanus Reports during 1912-1913 ; but 
the reports were slow in appearing, and when they did appear, those 
relating to High Schools showed so much evidence of consultation 
and conference with high school principals, first assistants, and 
teachers that it seemed better that these reports should be studied 
by high school people not by themselves but in conjunction with 
others. 

Accordingly the President thought it best to assist in the co- 
ordinating and co-operating efforts of all interested in studying- the 
Hanus Reports. 

The President of the Association served on several sub-commit- 
tees of the Central Council and his suggestions as to the most suit- 
able high school men and women to be appointed upon the various 
committees were generously and graciously acted upon. 

Men and women that had been antagonistic on salary questions 
found that they could work harmoniously on purely professional 
questions. 

The weekly conferences participated in by both elementary and 
high school teachers and principals have done much to promote a 
better understanding and mutual respect. 

It is the belief of the President that those Hanus Reports on 
High Schools on which there was hearty co-operation and consulta- 
tion with high school superintendents, principals, first assistants, and 
teachers, were the reports that were most suggestive and most valu- 
able, although not most sensational — Prof. Ballou's for example. 



THE H. S. T. A. BULLETIN 133 

Teachers' Advisory Council. 

The President was asked by President Churchill to give his sug- 
gestions with reference to the formation of an Advisory Council. He 
has served on various committees of organization. 

The personal opinion of the President is that, for years all school 
authorities could have had for the asking the hearty co-operation of 
the various teachers' organizations. 

Election of Teachers' Council. 

The preliminary arrangements for the meeting for the election of 
members of the Teachers' Council were referred by the Central 
Council to a Committee of Organization or Steering Committee, of 
which your President was a member. There arose the following 
questions which it seemed to him should be settled by the Delegates 
themselves, their Committee on Credentials, or their Chairman : 

(1) — A formal complaint against the admission of delegates from the 
Schoolmasters' Association of New York City and Vicinity on the ground 
that of their 11 1 members but 37 were in New York City public schools. 

(2) — The High School Association of German Teachers reported that 
its delegates had been elected BY THE EXECUTIVE COMMITTEE on 
October 30. 

The Plan of Organization, Art. VI. Section 7 provides that "In the 
election of delegates EVERY MEMBER OF AN ASSOCIATION shall be 
entitled to a vote." 

A resolution of the Board of Education also provides that "The delegates 
representing the voluntary organizations in the election of the Teachers' 
Council shall be elected annually by their respective associations IN THE 
SAME MANNER AS OFFICERS and shall serve one year." 

Question — Did the election by the Executive Committee give every mem- 
ber of the association a vote OR Were the delegates elected in the same 
manner as officers? 

(3) — The Chairman of the Association of First Assistants in High Schools 
stated in answer to a letter from Mr. Morrison that the association was AN 
INFORMAL ORGANIZATION, that it was organized February 18, 1913, 
and that ITS ONLY OFFICER WAS A CHAIRMAN. 

Question — Does an INFORMAL organization SO officered constitute 
such an ORGANIZATION as was intended in the Plan? 

There was a meeting of the Committee on Organization just be- 
fore the meeting of the delegates. Your President heard no sugges- 
tion, while he was in the room, of a plurality vote instead of a majority 
vote deciding. It was understood that the Chairman would nominate 
members of the Committee on Organization and the President of the 
Central Council, Mr. Magnus Gross, as a Committee on Credentials. 
The function of such a committee is to determine who have the right 
to vote. They should report as soon as possible and always before 
there is any voting. The committee was so named by the Chairman, 
and, inasmuch as its members had already heard the points at issue, 
it could have reported in a few moments, and most of the committee 
expected to do so, as was shown by its presence on the platform. But 
instead the Committee was asked to report AT THE NEXT 
MEETING. 

Such an arrangement was not made by the Committee, and until 
announced to the delegates, was unknown to your President. He 
does not know who' is responsible for either the Plurality Idea or the 
Postponement Idea. 



134 THE H. S. T. A. BULLETIN 

If he had anticipated such decisions, he would have opposed both, 
for he believed in neither. 

In the Group of High School First Assistants, where he was a 
candidate for the Council, the effect of the postponement was to 
disfranchise six delegates — five of whom he believed would vote 
against him. Whatever he thought of their eligiblity* your President 
felt and feels that they had a right to have their Status settled before 
voting began.* Postponement was an injustice to them. 

Because he was not then in a position to say that the Committee 
had not decided on such actions, he could explain his attitude and 
proposition in part only. This he did, refused to vote on either the 
nominating or the final ballot, and at the proper time asked his sup- 
porters to vote for another person. 

He has felt that if he had remained a candidate he could have 
been elected a member of the Teachers' Council, a great honor and 
a fine opportunity for service. But he did not feel that he wanted to 
gain it by an injustice, even if not committed by him, and if planned 
without his knowledge or the knowledge of the committee. 

Recommendations. 

This Association has not waited to be called upon but has -sub- 
mitted several recommendations to our school authorities. Some of 
these are : a sabbatical year ; first assistant, a salary grade ; that 
Teachers' Records be consolidated and kept in one place in the Hall 
of the Board of Education; that all adverse ratings and reports be 
made in writing and that the teacher be furnished with a copy of 
such ratings and reports. 

McKee Bills. 

Though the association has ventured to make certain suggestions 
along purely professional lines it has carefully refrained from enter- 
ing, as an association, into the field of school politics. 

An adroit effort to place it on record on the McKee Bills resulted 
merely in passing a resolution that the President notify the President 
of the Board of Education, the Mayor, the Governor, the President 
of the Senate, and the Speaker of the Assembly that ''The High 
School Teachers' Association has taken no action on the McKee 
Bills, either for them or against them." 

Acknowledgments. 

The President wishes to thank publicly those who have so gen- 
erously helped him. He believes that members of the Association 
have felt free to give him advice and counsel. He has felt just as 
free about accepting, modifying, or rejecting it. 

The President owes particular mention, in addition to those al- 
ready mentioned, to Mr. Alexander L. Pugh of the High School ot 
Commerce for valuable suggestions and help along the lines of 
Scientific Management; to Clarence D. Kingsley, now of Massa- 
chusetts Board of Education, for work on High School Relations with 
Colleges and in our relations with the National Educational Associa- 
tion, and to Mr. Aaron I: Dotey, of De Witt Clinton High School, 
for efficient, generous service and for his obtaining one of our most 
inspiring speakers, the Hon. Frank Moss. 
*The Credentials Committee later disqualified all six. 



THE H. S. T. A. BULLETIN 135 

The President believes that the success of this. Association, as of 
all organizations, depends upon the spirit of mutual helpfulness, be- 
tween members and officers. If you have any good ideas, pass them 
along; if they are used full credit will be given you. A good execu- 
tive needs (1) a few good ideas of his own, with the ability to recog- 
nize good ideas of others ; (2) the ideas of many others, and (3) the 
help of others in carrying out these ideas. 

The President has thoroughly enjoyed his work. He has done 
much of his thinking and planning during the two hours per day he 
spends in traveling to and from his school work. He believes that 
it is restful to change work. 

November 21, 1913. WILLIAM T. MORREY. 

REPORT OF THE COMMITTEE ON SECONDARY EDUCA- 
TION OF THE HIGH SCHOOL TEACHERS' ASSO- 
CIATION, NEW YORK CITY. 

To the President of the High School Teachers' Association : 

In the year, February, 1910-January, 191 1, three thousand pupils 
were lost to the high school system of the City of New York from 
three of its large, but not its largest, high schools. The schools were 
the Morris High School (enrolling boys and girls), the Boys' High 
School of Brooklyn and the Girls' High School also of Brooklyn. 
The percentage of pupils lost varied from 30 per cent, in one school 
to 37 per cent, in another. 

These three high schools were selected for study because of their 
being good representatives of schools giving the "general" course, 
which covers the subjects of language, mathematics, history, science, 
etc. These schools are also well established in their respective com- 
munities, and enjoy exceptional reputations for the excellence of their 
scholarship. 

The largest of the schools is the Morris High School. It is 
located in the Borough of the Bronx. This school draws its boys and 
girls from localities of extremely varied character. Some come from 
crowded tenements, others from homes in the better appointed apart- 
ment houses, and still others from houses in the suburban districts. 
The pupils belong to practically all the races composing the cosmo- 
politan population of the city. 

The Boys' High School and the Girls' High School are much 
older schools than Morris. They are located near one another, and 
draw pupils from much the same area, as well as from families of 
similar economic and social position. The range of wealth repre- 
sented, however, is probably as great as in Morris, and the variety of 
races in attendance is similarly numerous. 

The Boys' High School and the Girls' High School are sur- 
rounded with high schools giving similar courses, as well as with high 
schools of other kinds. The fact that Brooklyn has a Commercial 
High School and a Manual Training High School, beside technical 
(crafts) and semi-technical private schools of high standing, while 
Bronx possesses none of these, doubtless bears important relation to 
certain facts indicated in the findings of the committee. 

A great deal has been said and written about the extent and the 



136 THE H. S. T. A. BULLETIN 

causes of "mortality" or losses in registration in the high schools. It 
is a very simple matter to determine the extent of the loss in any 
school for any given time, or for the several terms in the course, or 
even for any month in any term in the course. This the committee 
has done and indicated by graphs in terms of percentage in certain 
of the charts published herewith. (See p. 17 and following.) 

But when one approaches the, study of the causes for pupils leav- 
ing the high schools, the difficulties in the way of obtaining an accurate 
solution of the problem are very great. Many interrelated individual, 
family and social factors enter into the situation and play their 
parts with varying emphasis. A category of "causes of leaving" can 
only approximate completeness. That fact coupled with the fact that 
parents may say pupils are leaving for certain reasons when quite dif- 
ferent ones are the real ones, makes it continually impossible to learn 
the exact truth. If it were possible to visit and become acquainted 
with the families of all the pupils leaving the high schools, a closer 
approximation to ascertaining the real causes for pupils leaving would 
of course be possible. But the expenditure of time and energy in- 
volved in a work of that kind would hardly yield commensurate re- 
sults. 

In the State of New York the law requires that before a child 
can be excused from attendance at school, he must pass through the 
fifth grade and must be at least fourteen years of age. One hundred 
and thirty days of attendance in school must also stand to his credit 
within the first twelve months after his thirteenth birthday. If the 
pupil's parents or guardian desire him to leave school at any time be- 
tween the ages of fourteen and sixteen, the Board of Health must 
issue so-called "working papers." Working papers are required by 
law for a child, even though he is to remain at home while engaged 
in a gainful occupation. Theoretically, employers (even parents) of 
children under sixteen are liable to prosecution and fine if papers have 
not been taken out, but in practice the "truancy" bureau of the De- 
partment of Education is without the power to enforce the law. 

For the purposes of this investigation, the reasons for leaving are 
grouped under six heads: (1) on account of going to a private school; 
(2) on account of personal illness ; (3) on account of home conditions ; 
(4) on account of going to work; (5) on account of removal from the 
city, and (6) for unknown reasons. It is obvious that the reasons 
given for leaving may not be genuine. Pupils, may' be tired of 
school. They may have entered at first because it was easy and little 
was expected of them. They may yearn for wider activity, with its 
promise of money return and personal independence. Their parents 
may be unable to forego their economic assistance. The pupils may 
be mentally unadapted to book work, and willing to take any risk to 
sever relations with an intolerable environment. Lack of sympathy 
from parents or teachers, sharp criticism and complaint may dis- 
courage some. 

In the light of what has been said, it would be profitable to ex- 
amine the character of the causes of leaving as given by pupils. Some 
of the apparent causes may really.be results. This might be espe- 
cially true of "goincr to a nHvaf^ c^hr>o] c " frecaiiff n* the lack of adapta- 



THE H. S. T. A. BULLETIN 



i37 



tion of a four-year course to the economic urgency of the pupil's needs. 
Illness is- often obviously a result rather than a cause in origin. This 
is especially true of girls. Teachers are probably too cynical about 
trusting the statements of pupils who give that reason for leaving. It 
would be strange if the strenuous character of high school duties did 
not work havoc with pupils in unstable physical condition. "Home 
conditions" is often a genuine first cause, although it is doubtless 
sometimes a subterfuge of the unadaptive girls. "Going to work" 
is ofttimes a result, especially in the case of boys, many of whom 
are taken out of school and sent to work as a punishment for their 
being unadapted to the school course (or for the school course being 
unadapted to them). Thus, it is difficult to estimate the extent to 
which the ultimate causes operate in bringing about the loss of pupils 
to the high schools. The first part of this study is based upon the ac- 
ceptance of the statements of parents and children as to why the 
children left. The second part is based upon the statements of pupils 
taken under other circumstances. 



Your committee examined the record of discharges of pupils that 
was made during the year from February 1, 1910, to January 31, 191 1. 
In examining the discharge books of the Boys' High School and the 
Morris High School, the following categories of facts were established 
for each pupil. The books of Girls' High were studied less fully. 



Boy or Girl 



Month of I Term of 
Discharge (Discharge 



Age I Age and Cause 



Age and No. 
of Failures 
on Leaving 



With these data the committee could command all the facts sing- 
ly or in correlation. After the history of each case was recorded in 
this fashion, numberless calculations were made to express the facts 
in the necessary relations. 

During the year the Morris High School had an average monthly 
registration of 3,780 pupils. The Boys' High School had 1,787, and 
the Girls' High School, 3,146. Of these the Morris High School lost 
1,410 or 37.3 per cent, the Boys' High School 539 or 30.2 per cent, 
and the Girls' High School, 1,044 or 33.2 per cent. Every one of these 
pupils was lost to the New York public high school system. Trans- 
fers to other New York City public high schools were, of course, not 
included in the count. 

Chart A shows the percentage of loss in registration in each 
term of the course in each half of the year. The percentage is 
high in the first, second, third and fourth terms (I, II, III, IV), 
but decreases gradually to a small percentage at the end of the 
course. The high percentage shown in the graph of the Boys' 
High School in the eighth term, September to January term, is 
due to the fact that many boys, having received the requisite number 
of "Regents" points, leave without graduation, and even without giv- 
ing notice to the school. They enter professional schools where grad- 
uation from a high school is not required. 



138 THE H. S. T. A. BULLETIN 

The higher percentage of discharge shown in the September to 
January term is analyzed in Charts B, C 1 and C 2 . No doubt the inter- 
vening summer vacation creates the opportunity for many pupils to 
sever their connection with the high school, and that without giving 
any reason for going. As a rule, inquiries sent from the school bring 
no reply. 

Chart B shows the percentage of loss by months throughout the 
terms in the course for the entire year. This percentage is based 
on the registration for each month of the number of pupils taking 
the work of each term in the course. The months are indicated under 
the Roman numerals standing for each term by the initial capital let- 
ters of the months from February to June in the upper portion of the 
chart, and of the months from September to January in the lower 
portion. With few exceptions the highest percentage of loss occurs 
in the first month of the terms, especially in September. In that 
month all who were drawn away by some other interest in the sum- 
mer vacation were discharged, except in those cases of discharge that 
were recorded in October for the same cause. 

In Charts C 1 and C 2 the graphs indicate in the totals of the per- 
centages the total discharge of each term in the course. That is 
to say, the number of discharges for each term in the course stands 
as ioo per cent. The loss of each month for each term of work is 
represented in the graph as the per cent, of the total loss of the term 
of the course. These charts show in a striking way that the great 
losses in either half year are in the first month of the term, that is, 
in February and in September. 

Charts D 1 and D 2 exhibit the correlation of the cause of leaving 
and the age at the time of leaving. The interval of age are indicated 
in half-years, because it was thought that the event of leaving school 
might have some important connection with the attainment of the 
fourteenth birthday. The age as put down for each pupil was calcu- 
lated to the nearest year or half-year. The six columns for causes 
are repeated under each age division. The graph in each column 
stands for a percentage of the total number leaving at that age. 

The large percentage of discharges from the Boys' High School 
for which no cause was assigned interferes with deductions from the 
graphs of these charts. It appears from the examination of the graphs 
of the Morris boys of the several ages that a rather high percentage 
varying from about ten to forty leave the high school to go to some 
private school. At practically every age interval a much higher per- 
centage of girls than boys leave that school for this reason. Possibly 
some pupils go to private schools having a similar course of study. 
However, there seem to be few ; of these in the Borough of the 
Bronx, while there are many private commercial schools in that part 
of the city. 

The percentage of those who leave on account of personal illness 
varies from o to 22. Beginning at fifteen years the percentage of girls 
who leave for reason of personal illness predominates continuously 
over the percentage of boys leaving for the same cause. 

At every age interval the percentage of girls leaving because they 



THE H. S. T. A. BULLETIN 139 

-are "needed at home" is greatly in excess of the percentage of boys 
leaving for the same cause. This is what would be expected. Except 
at the extremes of thirteen and one-half years and seventeen, the per- 
centage of girls needed at home is less than the percentage of girls 
leaving to go to private schools. The percentage of boys of the Mor- 
ris High School needed at home does not exceed five, and is usually 
close to zero, while the percentage of Morris girls leaving because 
they are needed at home approaches or exceeds thirty. 

At practically e^ery age interval there are very many more boys 
than girls leaving for the reason of "going to work." The high pre- 
centages of boys leaving for that reason are at fourteen, fifteen, fif- 
teen and one-half and sixteen. The highest percentages are at fifteen and 
fifteen and one-half, when 55 per cent, go from Morris High School and 
31 per cent, from Boys' High School. The percentage of boys leaving 
at sixteen and one-half is also very high, 30 to 35 per cent., indicating 
that the need or thn desire to enter a gainful occupation is not re- 
stricted by the legal requirement of taking out working-papers. In- 
deed, the coming of the opportunity to leave at fourteen years of age 
with working-papers is not attended by an exodus as great as occurs 
in later years. The significance of these points is that certain factors 
are operating without reference to the law. The probabilities are 
that these factors are the economic need of parents, the greater econo- 
mic availability of the bov older than fourteen, the desire for economic 
independence, the mal-adjustment of school and pupil, and the vague- 
ness of the connection of the school with life as the pupil sees life 
opening out before him. Certain evidence for this interpretation is 
presented in a later section of this report. 

The percentage of pupils leaving the city has no special signifi- 
cance in this study. It is included for the sake of completeness. 

The large percentages of pupils who succeed in severing their con- 
nection with the school system without giving any reason whatso- 
ever indicate that the official hold of the system on the children is far 
from being effective. Moreover, the signs are very clear that the 
thousands of pupils who leave the New York high schools every year 
for "unknown" reasons include those boys and girls who have the least 
respect of any of the pupils for academic ideals. The state of 
mind of these future citizens should be a matter of great concern to 
all who are engaged in practical education. 

Charts E 1 and E 2 show the correlation between the term of the 
course in which the pupils left and the number of failures in theirs 
scholarship standing as estimated at the marking period just preced- 
ing the date of leaving. The charts indicate the percentages leaving 
with the clear record of no failures, and with one, two, three, four fail- 
ures at the preceding marking - period, and with no record (x). 

The factors shown under I, the first term in the course, exhibit 
a strong contrast with those of the later terms. In the first term 
great numbers leave within the first ten weeks or before thev have 
received a record of scholarship standing. Many leave with two, 
three and four failures in their record. Few leave with no failures. 
Without doubt the meaning of these facts is mal-adjustment. The 



140 THE H. S. T. A. BULLETIN' 

difference in methods and ideals in the elementary and high schools 
is too great, and thousands drop by the wayside. 

Beginning with the second term a striking change becomes mani- 
fest. In the last seven terms the greatest percentages leave with a 
clear record of no failures or with one or two failures. This means 
that complete or partial adjustment has been attained — for the ones 
that are left. Furthermore, it indicates that pupils do not leave in 
those terms primarily because they cannot do the work. 

II 

The committee presents here the study of about eleven hun- 
"dred letters written on request by pupils in several high schools in 
the city. It will be observed that the letters give a great deal of 
valuable information bearing in one way or another on the problem of 
why pupils leave the high schools. The co-operation of the Depart- 
ments of English made it possible to obtain so large a body of pupil 
opinion. 

In the DeWitt Clinton High School seventy-two boys wrote let- 
ters describing the cases of other boys who had left school. The 
analysis of these letters has been prepared by Mr. Colman D. Frank 
of this committee : 

Reasons for Leaving DeWitt Clinton High School, 
i. Desire for financial independence because brothers, sisters or 

friends make money 12 

2. Mental incapacity, especially for Algebra 26 



9 

TO 
TT 

12 

13 
T4 
15 
16 

17 



Need of helping financially at home 25 

Forced to help in the store at home; have no time to study. ... 2 

Parents unsympatheic with school ideals 3 

Took courses not fitted to ability 6 

Sickness o 

Left because school does not fit for business 11 

Too large for his class mates 2 

Discouraged by teachers 9 

Forced to stay for a time by parents ; win them over and quit, 

eager for business 2 

Wanted to get into business more quickly ; went to business 

school 2 

Did not like it, — too tame 13 

Got jobs in summer, and stayed out 5 

Could not afford carfare 3 

Too much home-work 4 

Too great interest in the opposite sex; no mind for study. .... 4 
NOTE. — In some cases more than one reason is given as apply- 
ing to a particular boy. 



Comments Taken From Letters. 

1. "Henry 's father runs a dance hall. Henry has to tend it 

every night from 8 to 12. That means that he must study afternoons, 
but Henry loves baseball and prefers to play ball in the afternoon. 
Hence, failed in school, and quit." 



THE H. S. T. A. BULLETIN 141 

2. "J ames 's father has a saloon under a boxing- club's quar- 
ters. James tends bar and helps at the door on boxing bout nights. 
School is a very tame, childish place in comparison. He gets dis- 
gusted and* quits. 

3. "James 's father runs a cafe and cabaret-restaurant on 

the East Side. James tends bar, oversees the waiters and otherwise 
helps every night. He is out of all sympathy with his history, mathe- 
matics and French in the morning; soon leaves." 

4. "Herman 's father never had an education, but he struck 

it rich in the ladies' underwear business. He was determined that 
his boy should have an education. At home Herman heard nothing 
but "dollars," how many his father made, how many his mother spent." 

5. "James , a particularly promising Italian boy of high 

ideals had to leave school because his father ran away, leaving a wife 
and a large family penniless. James was their only hope of support. 
He gave up his chances of a career to help them." 

6. "Hyman was an orphan. After his parents died, Hyman 

had to do the housework, while his older sister and brother went to 
work to earn money for the family. In the morning Hyman had to 
cook the breakfast, wash the dishes, dust and clean. He had to wash 
the faces and hands of his little brother and sister, and start them off 
to school. He came to school late very often, and had to stay in the 
tardy room. At last it got too hard for* him to do all the housework, 
and have to take punishment for being tardy, so he quit school." 

7. "Israel left school because he could not get sympathy. 

He supported himself and his little brother by selling papers at Co- 
lumbus Circle. He worked hard, but he was too tired to study hard, 
and often did not have his lessons. He thought that the teachers 
who knew how hard he worked were cruel not to let him off from the 
lessons assigned to the other boys. They expected the same from 
him as from the Riverside Drive boys. So in disgust he left school." 

8. "Louis left school because he could not afford to pay 

carfare. He also stopped school because he said the teachers gave 
him too much home-work. He had no time to get fresh air. Now he 
is helping father in the business." 

9. " wanted to go to school. He was good in his lessons, 

but it was on account of his older sisters. They were working, and 
they brought money into the house. When night came he did his 
lessons, but his sisters picked up arguments with him. They said 
that they did not want to support him, that he was man enough to 
look after himself. They refused to give their wages in the house 
until he would go to work. Their parents being old, had to do as 
they were told, and he left school." 

10. "J. D. was in the fifth term of the High School of Commerce. 
His parents were well off. When he started in that school he de- 
cided to remain until he graduated. After staying there a year he 
grew sick of school life, because after finishing his home-work, he had 
five hours each day in which he had nothing to do. His father for- 
bade him to go out for athletic teams, and kept him as a baby. 

"When he was promoted to the fifth term, a teacher in the school 



142 THE H. S. T. A. BULLETIN 

told him he had a very' fine vacancy in a wholesale silk house. J. D. 
inquired about the position, and found it to be as good as any boy 
of his age could get. He accepted the position, and now continues 
his studies at the Evening School. The idea he had in accepting this 
position was that by the time he would have graduated from Com- 
merce, he will be advanced in his position, thereby having a better 
start in business than if he had started work after graduation from 
Commerce." 

ii. "About three years ago when I was in the second term in 
the DeWitt Clinton High School, I was greatly astonished to find 
that a personal friend of mine in the same class was intending to leave 
•at the end of the term. As he had been doing very good work, pass- 
ing in all his subjects with honor, this came as a great surprise. Nat- 
urally, being his friend, I inquired from him his reasons for doing it. 

"It seemed that he was tired of going to school, and wanted to 
make money for himself. His older brother was on the vaudeville 
stage, and he intended to go there himself, in conjunction with his 
brother and a friend. This may seem absurd for a second term high 
school boy, but this lad could dance, sing and perform as well as 
his brother who was receiving $35.00 a week for his salary, that was 
without travelling expenses. The result was that my friend joined his 
brother, with whom he now is, and became a vaudeville actor at the 
age of fifteen." 

Wadleigh High School 120 girls wrote about friends who had 
left the high school. This analysis was made by Miss Louise Thomp- 
son of this committee : 



1 
2 
3 

4 
5 
6 

7 
8 

9 
10 
11 



Reasons for Leaving Wadleigh High School. 

Course did not appeal 11 

Personal illness 7 

Worked too hard in school 25 

Wanted to go to work 3 

Real poverty 43 

Too old 1 

Too tall 1 

To study art t 2 

Trouble with teacher 1 

To be married 1 

Too lazy 10 



Comments Taken From Letters. 

1. "My friend, Elsie , said that the reasons she left high 

school were because the lessons were too hard, and she thought four 
years was too long to go to school after she had been in the elemen- 
tary school eight years. She also said she always felt sick riding in 
the cars." 

2. "Mary — — left high school because she could not afford the 
expense of dressing like the other girls. This made her feel very bad, 
because the wealthier girls snubbed her." 

3. "Mary left while in the first term of the high school 



THE H. S, T. A. BULLETIN 143 

because she was not going to be a teacher, and her parents agreed with 
her that the high school work was unnecessary. She now goes to 
work. The family is well-to-do. 

4. "Dora left in the first term of high school, because she 

had too much housework to do at home. She was a delicate girl." 

5. "Julia was a kind of dumb girl, that is, she could not 

grasp the meaning of things quickly. Near the middle of the term she 
told me that she was not going to stay in high school, because she 
had too much home-work. She said she knew that she would not be 
promoted, so sooner than be left back she would leave school and go 
to some business school." 

6. "My friend, Sally, and I had been going to high school for 
six months when one day I noticed that she seemed rather sad and 
depressed. I asked her what was the trouble, and she told me that 
she had to leave school the following week and go to work. She 
then said that her father had not been working for several months, and 
now that her mother was ill and was not able to work, she would have 
to try to earn some money to help keep the house." 

7. "Mary left high school because she could not afford to 

get a gymnasium suit." 

8. "Amy left school because she was a child of poverty, and 

her parents needed her assistance in the care of the family." 

9. "Ella became discouraged because she wanted to have 

a nice time, but she could not study and have as nice a time as she 
wished to have." 

In the Jamaica High School 475 letters were written on the sub- 
ject, "Why I Am In School." These letters were credited as theme 
work in English. Incidentally, they gave the Department of Eng- 
lish much useful information about the pupils. Like all the letters 
examined by the committee they ring true. 

The analysis of the Jamaica letters shows forty-one factors that 
are tending to keep the pupils in school, or tending to cause their 
separation from it. In the order of their frequency in being men- 
tioned, the first nine are as follows : 

1. Desire to obtain an education for social and intellectual 
reasons. 

2. Decision to take high school course made by parents. 

3. Held in high school by the good times they have, and by 
having friends there (mentioned especially by girls). 

4. Discouraged at times, but stimulated by parents. 

5. Ambitious to become teachers. 

6. Ambitious to prepare for business (mentioned usually by 
pupils taking the Commercial course). 

7. Desire to enter college. 

8. Discouraged at times, but encouraged by teachers. 

Q. Staying in high school, not knowing what else to do. 

In the Boys' High School, of Brooklyn, the pupils wrote on the 
topic, "Why I Find It Difficult (or Easy) to Remain in High School." 
The analysis of the 472 letters was made by Mr. John A. Swenson of 
this committee. Of the 472 boys who wrote, 328 found it easy to 
remain in the high school, 144 found it difficult. 



i 4 4 THE H. S. T. A. BULLETIN 

Reasons Why It Is Difficult to Remain in High School, 
i. Financial difficulties 5 2 

2. Because of having outside work 4° 

3. Too much home-work 3° 

4. Poor facilities for study at home 3° 

5. No time for recreation I 2 

6. Sickness of parents 5 

7. Absence through illness 5 

8. Poor eye-sight 7 

9. Deafness 2 

10. Greater interest in outside activities 8 

11. Difficulty in special subjects 14 

12. Lack of sympathy on the part of parents 5 

13. Lack of sympathy on the part of teachers 18 

14. Absences due to observance of religious holidays 2 

15. Too many periods of work 3 

16. Transferred from another school 1 

The Stress of Economic Conditions. 

Financial difficulties are by far the greatest hindrance to com- 
pleting a high school course. Comments from essays written by the 
boys on "Why I Find It Difficult (or Easy) to Remain in High 
School" will illustrate how great these difficulties are. One boy 
writes : "There are many things that make it difficult for me to at- 
tend high school, but the first and fore most reason is poor financial 
circumstances. We are a family of eight souls. Now, there are two 
persons working to support the family. My father who works in a 
shop earns eleven dollars per week, and my brother makes about 
sixteen. My father has stopped working for the last eight weeks. 
If we should average up his earnings for the whole year we should 
find that he earns about eight dollars a week." 

Another says : "There are eight in our family, and the sole sup- 
porter is an older brother. My father being an old man is now un- 
able to work." 

Still another writes : "It is indeed hard for me to stay in school. 
My father is weak in body, sick, tired out and in financial straits. 
He cannot afford to have me in school. I realize this, and it worries 
me. I want to get out and help him." 

Another boy has no support other than what he himself earns. 
He tells of it thus : "I certainly do find it hard to stay in high school. 
With no parents or relatives to support me, I have to do the best 
I can. Some cold winter mornings I have to work from three to 
six o'clock, and from four to seven in the evening selling newspapers 
to different stands." 

To School Work Is Added Other Work. 

Out of the financial stringency in the home arises the second 
difficulty in continuing in high school — the boy is engaged in outside 
work, with the exception of a few cases where the boy is saving his 
money for a college education, or where the parents think that a 



THE H. S. T. A. BULLETIN 145 

little knowledge of business along with his school's work will do 
him good, the boy earns money to help support himself or help in 
the support of the rest of the family. That their lives are by no means 
along paths of roses can be seen from the following extracts from 
essays : "Every afternoon when I come from school, I have to go to 
work to make our living, and I do not get home till seven o'clock. If I 
am detained in school and do not get to work till after 3 :30 I have 
to stay as long after seven o'clock as I am late. Every Friday even- 
ing I work until ten o'clock, and all day Saturday until twelve at 
night." 

Here is a story with a different side to it: "I find it hard to 
stay in high school for the reason that I have to work outside of 
school. My parents are well able to send me to school, but they say 
that I should get some real practice in outside life that will prepare 
me for the future. They say that if I gain d little knowledge of the 
business world while going to school, it will be so much to my bene- 
fit when I graduate." Cases of this kind are rare. In almost every 
case the boy has to work because of poor financial circumstances in 
the home. Another boy tells of getting up early to study his lessons 
and goes on to say : "I must not stay in for any teacher at two-thirty. 
I go home and practice music till four o'clock. I then begin to give 
lessons in algebra, geometry, English, violin and piano. The reason 
why I give these various lessons, is a simple one. It is this — when I 
graduate from high school I want to go to college, and in order to 
do this I must make the necessary money." We find these boys en- 
gaged in a variety of occupations. There are newsboys and errand 
boys. Some work in stores, others drive wagons. One plays a mus- 
ical instrument at a recreation center in the evening, another plays 
at a moving picture show. 

It isi generally characteristic of those cases where the boy has to 
do outside work that there is no complaint of too much home-work. 
Many say that they find their time limited for doing the daily home- 
work, but few grumble about the amount. Of course, an occasional 
one who is slow but also a good student finds the home-work heavy. 
Let us select from the information given by the boys. One says, "I 
simply cannot do home-work, and home-work is everything in Boys' 
High School. I keep putting it off, and the end is that I go to school 
next morning without any home-work." Another Avrites, "Though 
I have most of the advantages that a boy could wish for, I find it hard 
to stay in high school. The main reason is that I find the work too 
hard for me. I cannot seem to concentrate my mind on my work 
when I tr}^ to study. When I recite in classroom I cannot remember 
what I have studied." This from another : "The most important rea- 
son why I find it hard to stay in high school is the required home- 
work. The Latin and the physics take me about two and one-half 
hours. When the two hours for English, German and history are 
added, most of my free time is gone." 

Here is the view of an optimist : "I have to work after school. 
Therefore, I have no time whatever to go out for any recreation on 
any day in the week except Sunday. As to my studies, I get along 



146 THE H. S. T. A. BULLETIN 

finely and pass with high per cents because I devote all my spare time 
to my home-work." 

Lack of Privacy for Studying. 

There is another difficulty in the way of preparing home-work. 
The rooms in the homes of the poor are small and few in number. It 
is impossible to find in most of them a place quiet enough for concen- 
tration of mind. Then, too, the added expense of heating and light- 
ing a room other than that used by the rest of the family is often a 
prohibitive burden. One boy writes, "I have to study in a room which 
is noisy, for it is natural for children to laugh and play. This prevents 
me from concentrating my thoughts on what I am reading." Another 
writes, "Lack of space in my home makes it impossible for me to have 
a separate room, and so I must study in the midst of noise. Although 
I appreciate the fact that the members of my family try to diminish 
the noise as much as possible, still the conditions are not as I would 
like to have them." Still another says, "I find it is very hard to pre- 
pare my lessons at home, as I am constantly being disturbed by visi- 
tors. I have found out by experience that I can do twice as much in 
school as at home." One other, "The facilities for study at home are 
not what they should be. It is true I may shut myself up in some 
room, and devote myself to learning my lessons. But it is not very 
comfortable to peruse Virgil or Moliere with the thermometer at 
two below zero. Therefore, I must hearken to a veritable babel of 
voices — such torture to undergo — though the entire infernal racket is 
created by two of the gentler sex." 

Although many boys are employed out of school as errand boys, 
etc., getting fresh air and exercise enough, still they have very little 
relaxation. One boy states his case thus : "I work after school and 
do not get enough time for play, though I do get plenty of fresh 
air." A boy, who works for his father, says that very often he does 
not begin to study till after ten o'clock. Even then he is disturbed 
at times. He works on his studies till one o'clock. He says, "It is 
not unusual for me to remain awake till three o'clock. Sleeping so 
little and working so hard, I find it difficult to get up in the morn- 
ing on time. As a result I never have a minute for recreation or ex- 
ercise." 

Family and Personal Ill-Health. 

Another difficulty in the way of some boys in the high school is 
the ill-health of the parents. In these cases the boys have manv added 
duties in helping with the housework or with the parents' work. In 
one family the mother is an invalid, and the father and the boy have 
to do the housework and prepare the meals. Some parents are old. 
The father of one boy is blind ; the father of another is lame. 

Some of the pupils are always in poor health. Others have had 
protracted illnesses, which have kept them out of school. These con- 
ditions cause them to lose work and thus fail in one or more subjects. 
In order to make up their deficiencies, they "double" in those sub- 
jects; that is, they take a subject in the grade in which they have 
failed, and also in the next higher grade. 

A boy writes of all the advantages he has, a fine home, every fa- 
cility for study, numerous reference books, well educated relatives 



THE H. S. T. A. BULLETIN 147 

and friends, and absolutely no domestic duties. Despite all these 
apparent aids," he says, "I have one drawback — ill-health. After 
being absent several days, it becomes necessary to make up lost work. 
The process of making up the work, much careful planning and con- 
siderable patience, in order that from overwork I may not fall back 
into the same sort of sickness." Another bo}^ writes, "One reason 
why I find it difficult to remain in high school is that in November 
I was sick for three weeks before the mid-terms. As a result I did not 
pass English or history that term. Last term I doubled in history, 
and this term I am doubling in English." 

Poor eyesight makes high school difficult. For anyone so af- 
flicted, board work, night study and the constant focusing of the 
eyes in reading from books aggravate the trouble. Many pupils suf- 
fer from this misfortune to a greater or less degree, but only seven 
mention it in their list of difficulties. "The chief cause of my dif- 
ficulty is my poor eyesight. My eyes 'water' so that I am compelled 
to put aside my book for several minutes at a time or else keep look- 
ing up from the book." Another boy says he must finish all his 
work by daylight, as he cannot use his eyes in artificial light. 

Deafness is a great drawback. One boy says, "In those subjects 
which do not depend so much on hearing as on reading I am very 
proficient. But those like chemistry and physics are very hard for 
me to master. I learn all that is contained in the books but not what_ 
the instructors explain to the class." Another deaf boy savs, "As 
I do not hear well enough to understand discussions, I am forced to 
depend almost entirely on books." 

Outside Interests. 

Outside interests make the high school course difficult for some. 
Many boys would like to leave and go into business. One boy says 
that on account of time spent in athletics he has little time for study. 
Another blames the track team for taking a great deal of his time. 
One has social aspirations which interfere with his more serious 
work. He has a love for entertaining his friends and being enter- 
tained by them. A great many are restless to be out in the world! 
making their own living. 

Difficulties with the Curriculum. 

Of course few boys have the same aptitude for all subjects, and 
some have very little aptitude for two or even for one subject. There 
is hardly a subject in the curriculum (physical training and music 
are not mentioned) that some boys do not have trouble with. The 
rule that a pupil must complete one year of work in two years, or two 
years' work in three years, causes trouble for some. Language and 
mathematics are subjects found difficult by most. More find the 
classics harder than the modern languages. 

The Need of Sympathy and Understanding. 

It is rare that we find a lack of sympathy on the part of parents. 
Only five complain of this. One boy tells of his poor marks and of 
the warnings sent by his grade adviser, "but they only served the 
purpose of bringing on civil discord." .He says with much glee that 
although his failure in several subjects was foretold, he passed in 



i 4 8 THE H. S. T. A. BULLETIN 

everything." In another instance a boy works hard, and still re- 
ceives no encouragement at home. "The thing which is discouraging 
me most is the inclination of my folks to tell me that a high school 
education is a waste of time." 

Although few complain of lack of sympathy at home, there is 
much complaint of lack of sympathy in school. It is often true that 
teachers give adverse criticism where a little help and encouragement 
would set the pupil straight, and give him an incentive for greater 
effort in the future. However, to a certain degree the lack of sym- 
pathy exists only in the imagination of the pupil. The teacher in a 
moment of impatience speaks sharply, forgetting soon what has oc- 
curred. But the boy does not forget. He takes the reproof to mean 
that the teacher has a special; grudge against him. 

On reading of the troubles of school boys one would think that 
lack of harmony between pupils and teachers must interfere seriously 
with work. The methods, the manners and even the personal appear- 
ance of the teachers are criticised in. the letters received by us. Here 
is a frankly stated view that strongly suggests the intellectual trag- 
edy of school life : "I feel out of place in high school. The curriculum 
is bad enough. Such dry subjects as Latin are more than I can bear. 
The teachers are to blame for this. Instead of teaching us Latin as 
an art, telling us of Cicero's oratory, the condition of Rome, they 
will speak ten minutes on whether a clause is conditional, substan- 
tive or what not. It bores my mind. I feel that reading a good book 
is better than such trash. The teachers only give us their rules and 
grammar, not the beauties and benefits that can be derived from their 
respective subjects. They make the boys memorize books, nothing 

more. The teacher uses such slang and colloquial phrases that I 

really blush and feel like reporting him to the principal. The history 
teachers do not keep in touch with the political and economic topics 
of the times. They only want the facts that are given in the book." 

Such an arraignment of educational practice made by a pupil can 
not be ignored. We that are members of the profession know that 
the boy speaks the truth, although we may not hold ourselves prima- 
rily responsible for conditions thus pointed out. 

Summary. [ 

i. In one year three public high schools in New York City reg- 
istering in all nearly 9,000 pupils lost 3,000, one-third the total num- 
ber enrolled. 

2. The solution of the problem of why pupils leave school is at- 
tended with considerable difficulties, because of the complexity of the 
human factors involved. 

3. The reasons for leaving school as recorded for the 3,000 pupils 
are grouped in this study under six heads: (1) to ^o to a private 
school ; (2) personal illness ; (3) on account of home conditions ; (4) 
to go to work; (5) removal from the city; (6) unknown. 

4. Some of the causes given by pupils when leaving are upon 
analysis found to be effects or results, rather than causes. 

5. The greates losses in registration occur in the early terms of 
the course. 



THE H. S. T. A. BULLETIN 149 

6. In each term of the year and for each term of the course the 
largest percentage are discharged in the first month, indicating that 
many leave at the end of the preceding term, or (in the case of the 
September discharges) during the summer vacation. 

7. A greater percentage of girls than boys leave school to enter 
private schools, probably because most private schools are commer- 
cial or business schools. And more girls than boys are employed 
as secretaries. 

8. The percentage of girls who leave for reasons of personal 
illness is sometimes high ; the percentage of boys who leave for that 
reason is low. 

9. Many more girls than boys give the reason, "needed at home." 

10. The greatest loss of registration among boys for a known or 
assigned reason takes place at the age of fifteen and one-half years, 
for the reason of going to work. 

11. The coming of the fourteenth birthday for boys is not found 
to be attended by the great exodus to go to work that has been pre- 
sumed to occur. 

12. The large number who succeed in severing their relation 
with the high school without giving any reason indicates in part, 
inefficient business methods on the part of the school, but chiefly 
widespread indifference to the school as an institution. 

13. Of those who leave the high schools in their first term few 
leave with a good record in scholarship, while large numbers leave 
with two, three and four failures, indicating mal-adjustment. Irregu- 
lar attendance is very apt to accompany these failures. 

14. Of those who leave in the second and later terms the greater 
number leave with no failures or with one or at most two failures, 
indicating also that other factors than failure to pass are operating. 

15. The letters from pupils indicate that economic necessity is 
a potent factor is causing pupils to leave the high school to go to 
work, although it is not the only factor operating to the same end. 

16. Other conspicuous causes for pupils leaving are the desire 
for economic independence, the lack of apparent connection of school 
life with after-school life, and the absence of taste for purely book in- 
formation. 

17. The current educational ideal that as many boys and girls 
as possible should start to obtain a classical education is evidently 
engaged in a losing struggle with the stern economic and social facts 
of human existence. The obvious way to stop the struggle is to dis- 
cover a flexible system of education that will meet the varying needs 
of our civilization as we find it to-day. 

Committee on Secondary Education, H. S. T. A. : 

HENRY R. LINVILLE, Chairman, Jamaica High School. 
L. LOUISE ARTHUR, Bryant High School. 
M. ELLEN BARKER, Girls' High School. 
COLMAN D. FRANK, DeWitt Clinton High School. 
A. EVERETT PETERSON, Morris High School. 
JOHN A. SWENSON, Boys' High School. 
LOUISE THOMPSON, Wadleigh High School. 



150 



THE H. S. T. A. BULLETIN 



CHART A 



Percentage of Loss by Terms in the Course. 



Graph for Morris High School, Boys and Girls, 



Graph for Boys' High School 



Graph for Girls' High School, 



The percentages represented in this chart are based on the aver- 
age register of each term in the course,, I to VIII. For example, the 
average register for the first term of the course in the Boys' High 
School (February to June, 1910) was 504. During the term February 
to June, 1910, 104 pupils were discharged. The per cent, of the loss 
on the average register was thus 20.6. 

The percentages of loss for the several terms in the three schools 
are as follows : 

I I I II I III I IV I V I VIIVIIIVIII 



Morris H. S. | 

Feb. -June, '10 24.5I13.6 15.0 9.812.7 9.3 

Sept., '10- Jan., '11 25. 2(21 .8 25.7 25.0 22.3 12. 1 

Boys' H. S. I I I ' I ' I" I 

Feb.-June, '10 J20.6j10.4J10.6j10. ij 8.7J 9.9 



Sept., '10-Jan., 
Girls' H. S. 
Feb.-June, '10 



11 



22.9JI4.4JI2.8 

23-5'l l8 -4|i3- 2 
Sept., '10-Jan., '11 I19.5I26.2I23.5 



12.7l15.7j 8.3 

12.9J11.9j 6.0 
16. 5I17.0J14.6 



5-o 
12.0 

9-5 
17-5 

2.1 

4.6 



3-9 
"■4 



In the February-June term for all three schools the percentage 
of loss is very similar from the first to the last term in the course. 

In the September, '10-January, '11, term there are wide diver- 
gences in Terms II, III and IV, the Boys' High School, being com- 
paratively fortunate in holding its pupils in those terms. The high 
percentage of loss in the last term in the Boys' High School is due 
to many leaving to go to professional schools, as explained' in text. 



THE H. S. T. A. BULLETIN 



IS i 



CHART A 
February to June, igio. 



dfo 
40' 



40 



W V VI VII VI 



50- 



50 



20 



10 




20 



10 



September, iqio, to January, 1911. 



y /0 

4Q- 



W V VI VII V 



■40 - 



30r 



■50 



20l 



20 



10- 



10 



152 THE H. S. T. A. BULLETIN 



CHART B 

Percentage of Loss by Months. 

Graph for Morris High School, Boys and Girls, 

Graph for Boys' High School, 

Graph for Girls' High School, 



The percentages represented in this chart are based on the reg- 
ister for each month in the year for each term in the course, I to 
VIII. For example, the register for the month of February, 1910, for 
Term I, in the Boys' High School, was 5 5 5 - During that month 50 
pupils were discharged from that term in the course. The per cent, 
of the loss on the register of the month was thus 9.0. 

The percentages for this chart are too numerous to give in detail 
<on this page. » 

In the upper portion of the chart the space given to each term of 
the course is divided into five horizontal sections, designated by the 
initial letters of the months from February to June. The lower por- 
tion of the chartis is similarly divided, and designated by letters for 
the months from September to January. 

In the upper portion the graphs for the three schools are sep- 
arated. In the lower portion of the chart the graphs for the Boys' 
High School and the Girls' High School are drawn from the same 
base line, merely to save space. 

The chart shows that the largest percentages are discharged in 
the first month of the term in the year for each term in the course. 
There are very few exceptions to this. In the first term in the course 
the loss in February and in September doubtless means that consid- 
erable numbers of pupils enrolled in the high school immediately 
after graduation from the elementary school, but never really began 
work in the high school. 

In the later terms in the course the pupils who are discharged in 
February and September are mostly those who dropped out at the 
end of the preceding term, without being formally discharged at the 
time. In such cases the reason for leaving is frequently not learned 
by the school. 



THE H. S. T. A. BULLETIN 
CHART B 
February to June, 19 10. 



153 



II III IV V VI VII V 



FMAMJ 



FMAMJ 



FMAMJ 



FMAMJ 



FMAMJ 



FMAMJFMAM J 



FMAMJ 



10 




-J 



_d 



n= 



_L 



r- 



-= r— — (J j j l -J 



U-i— 



I.J 



~-^jr 



September, 1910, to January, 191 1. 



IV V VI VII VIII 




154 THE H. S. T. A. BULLETIN 



CHART C 1 



Percentage of Loss by Months on the Total Loss of Each Term in 

the Course. 



Graph for Morris High School, Boys and Girls, 
Graph for Boys' High School, 



Graph for Girls' High School, 

The percentages represented in this chart are based on the total 
number discharged in each of the first four terms of the course, in 
the February and the September terms. For example, 104 pupils 
were discharged from the Boys' High School in Term I, from Febru- 
ary to June, 1910. Nearly one-half of that number, or 48.1 per cent., 
were discharged in February (F), 20.2 per cent in March (M), 10.6 
per cent, in April (A), 14.4 per cent, in May (M), and 6.7 oer cent, in 
June (J). 

The special purpose of this chart is to demonstrate by a method 
involving stronger contrast the fact that the greatest loss to the high 
schools comes in the first month of the term. 

In the Boys' High School from 35 per cent, to 48 per cent, of 
the loss in the February term comes in February ; in the September 
term, from 30 per cent, to 50 per cent, comes in September. 

In the Morris High School from 20 per cent, to 35 per cent, of 
the loss in the February term comes in February ; in the September 
term, from 51 per cent, to 74 per cent, are discharged irt September. 

In the Girls' High School from 28 per cent, to 49 per cent, of 
the loss in the February term occurs in February ; in the September 
term from 26 per cent, to 42 per cent, are discharged in September. 



THE H. S. T. A. BULLETIN 
CHART C 1 



155 



February to June, igio. 



tfo 



FlMlAlMlT 



IV 



F MAM J 



F MAM J 



F MAM J 



60- 
70- 

50: 



■80 
70 
GO 

-50 
40 

■20 
10 



40- 
30: 



20- 
«0- 



\~n 



p 



September, 19 10, to January, 191 1; 



i 

f0! 



IV 



'Cfo 

"!00 

-90 
-50 
-70 
-«> 
50 
-40 

:50 
:20 

-10 



a|o |nlPTJ 



.5 MP J 



^ O M P J 



>5 O M D J 



90- 
60- 



70- 
60- 
50- 
40- 
30- 
20- 

10- 









o 



-*=h 



ITl-^zzJ 






L 



156 THE H. S. T. A. BULLETIN 



CHART C 2 



Percentage of Loss by Months on the Total Loss of Each Term in 

the Course. 



Graph for Morris High School, Boys and Girls, 

Graph for Boys' High School, 

Graph for Girls' High School, 



The percentages represented in this chart are worked out on ex- 
actly the same basis as in Chart C 1 , except that here are indicated the 
losses in the last four terms of the course. 

In Terms V and VI, February to June, 1910, there are very 
slight differences in the losses of different months. Otherwise the 
points shown by Charts C 1 and C 2 are much the some. 

It is apparent that a critical time in the course is the end of a 
term, and in the case of the end of the February-June term, the oc- 
currence of the summer vacation during which many pupils get work 
to do or in one way or another establish relations that are not broken 
by the return of the time for beginning school. 

A natural response to this situation may be the establishment 
of a continuous school year, with a minimum of halting, and possi- 
bly a maximum of natural progress, more or less as life progresses 
out of school. 



THE H. S. T. A. BULLETIN 1 
CHART C 2 



157 





February to June, 19 10. 




Ojo 


V 


VI 


VII 


VI 


<fo 


F Ml AIM J 


F|M|A|M| J 


FIMIA |M| J 


F IMI AIM! J 


100 

90 
so 

70 
60 










IUU 
flO 


















70 










:.._. 






50 

40 

30 

20 
10 






n 

'■■ i 






bu 
50 


















1 1 


"1 






i 








40 


! 1 1 
•' i 1 




1 

H 


....! 


i 


r;| 


i 
i 


: 1 

: i 


; 1 

""i 


: rl 


\ \ 


i i 


1 
1 i 




20 
10 




: ! 1 

: vh.... 






i 


._.! 


: I 


-| ! 






• 


!. 






i 






U 








.. 1 


i 1 "*" 






: ' 1: 
: ! |i 






! 




September, 1910, to January, 191 1. 




<jo 


V 


VI 


VII 


VIII 


0/0 


5I0IMIP..I J 


S|0|M|P| J 


-5 1.0 1 M.|t? IJ 


sioinipu 


100 

90 








• 


100 

QPi 


so 

7A 




I 









60 
70 

<o0 




_f l 










60 
50 


~'l 1 


1 . i 




i 

i 


"1 

i 




! 1 


1 ! 




1 

i 


1 
i 




i i 
i i 


T i 

i i 


,...| 


! — - 


1 
4 


"1 

__i 




JO 
40 
30 


30 


i! 1 


1 ! 


- 4 












1 








Li 




i 




20 

10 


1 




— * 
l 1 








;-! 


■ — \ 
i 










1 

1 




20 


L— i-j| 


i._.r : 






— L 






. 


1 






158 THE H. S. T. A. BULLETIN 



CHART D 1 



Percentages Showing the Correlation of Age and Cause of Leaving. 



Graph for Morris High School Boys, 
Graph for Morris High School Girls, 
Graph for Boys' High School, 



The percentages represented in this chart exhibit correlations be- 
tween the ages from 13% to 15 and the various causes of leaving. 

The ages were taken at half-year intervals in order to detect the 
more readily any relation there might be between the fourteenth birth- 
day and some cause, as for example, "going to work." 

The six divisions of causes mentioned on page 2 may be briefly 
summarized here as (1) going to private school, (2) personal illness, 
(3) needed at home, (4) going to work, (5) leaving the city, and (6) 
unknown. 

A detailed analysis of Charts D 1 and D 2 is given on page 4. 

In brief, it may be noticed that in one of these schools satisfactory 
information as to the correlation cannot be obtained because of the 
number of pupils who leave for unknown reasons. 

A rather large number leave to go to private schools. Most of 
these go from the Morris High School, a school that is located in a 
Borough having no public special schools. 

At 14% and 15 more girls than boys leave school on account of 
personal illness. 

At 14, 14% and 15 an increasing percentage of boys leave school 
to sro to work. 



THE H. S. T. A. BULLETIN 



159 



'rfo 
60' 



70- 



CHART D 1 



T5K 



2 3 



14 



4 

so 

'■70 



60- 



60 
50 
40 
-30 
20 
10 



50- 



40- 



l — 



30- 



l ! 



20- 



10= 



=i 



j — ^ 



1 



e 



i-4! 






1 



!=± 



"1° 

eo 



14/2 



15 



* 



70- 
60- 
50- 
40; 
30- 
20: 

10- 



2 -3 



-70 



=40 



30 



40 
30 
20 
10 



,— •*-■* 



l_. 



, h 

■ > 1 






I Li 






i6o THE H. S. T. A. BULLETIN 



CHART D 2 

Percentages Showing the Correlation of Age and Cause of Leaving. 

Graph for Morris High School Boys, 

Graph for Morris High School Girls, 

Graph for Boys' High School, 



This chart is a continuation of Chart D\ 

The percentage of pupils leaving to go to private schools, becomes 
less on the whole, altho more continue to leave Morris High School 
than leave Boys' High School for that reason. 

The percentage of girls who leave on account of personal illness 
becomes as high as 22, a serious matter if the facts are as indicated. 

The percentage of pupils needed at home is unexpectedly high 
for boys at 16% years of age. No explanation of this is apparent. 

The highest percentage for pupils leaving to go to work is at 15% 
years of age. 

The significant points of these charts, D 1 and D 2 , seem to be that 
the schools suffer a considerable loss because of their being unable to 
hold pupils who want special courses ; the home or school conditions 
or both are responsible for a large percentage of loss through personal 
illness ; the loss through leaving to go to work comes not as soon as 
pupils might obtain "working papers," but before they are free to 
leave school without the papers. 

The percentage of pupils who leave to go to work indicates that 
powerful factors are at work, some economic, some social and others 
educational. The great immediate problem for the schools is the ana- 
lysis of the factors involved, in preparation for stopping the exodus. 



THE H. S. T. A. BULLETIN 



161 





CHART D^ 




«/l. 


15/2 


16 


* 


t 


1 2 3 A 5 <b 


1 2 O A 5 6 


50 
70 
60 
50 
40 
30 
20 






CO 
70 








— 1 








60 
50 




1 
1 




ri 

1 1 






1 

1 


, 


1 1 

1 ' 1 


A 


40 
30 


1 




1 


! — 1 


1 
1 

! 1 
1 1 




1 




i i 


l ; 




I 


i n 


1 1 


1 




20 


10 


X — J, 1 L 

t-^ 


1 


__l 




=^t: 


j J 


~\ 

1 ., 




10 








t 


I6/2 


1 ( O/ER 


4 


1 2 3 4-56 


1 2 3 4-56 






fiO 
7D 
60 
50 
40 


70 






60 
50 

40 
30 














,— - 


1 1" 




1 
1 


1 1 


r~i 




1 




i" 




1 1 








• — 1 1 








jt) 


20 


1 
1 


. 1 




i 1 


^H 


1 
i LJ 

1 


"1 






20 


10 




1 


1 

1 ' 

1 __. 


— — 




1 1 


1 


L_J 


rut 


J 


U 




i 


1 








■ 





162 THE H. S. T. A. BULLETIN 



CHART E 1 



Percentages Showing the Correlation of Term of Leaving High 
School with the Number of Failures. 



Graph for Morris High School Boys, 
Graph for Morris High School Girls, 
Graph for Boys' High School, 



This chart is intended to show the relation between losses in re- 
gistration and the number of failures pupils have at the time of leav- 
ing, for pupils who leave in Terms I to IV. 

Under each term there appear columns headed o, I, 2, 3, 4, x indi- 
cating no failures, 1 failure, 2 failures, 3 failures, 4 failures, and no 
record. 

In the first term o fthe course the percentage of pupils who left 
increased with the number of failures. In all other terms the highest 
percentages of those leaving tended to have the fewest failures, in- 
dicating that other factors than failure to succeed with the studies 
operate in causing pupils to leave the high schools. 



THE H. S, T. A. BULLETIN 



163 




164 THE H. S. T. A. BULLETIN 



CHART E 2 



Percentages Showing the Correlation of Term of Leaving High 
School with the Number of Failures. 



Graph for Morris High School Boys, 
Graph for Morris High School Girls, 
Graph for Boys' High School, 



This chart is a continuation of Chart E 1 . 

The point brought out by the study of the earlier terms of the 
course, is also apparent here, altho in not quite so striking a manner. 

The high section of the graph under o in the Term VIII is due to 
the fact that many boys in the Boys' High School leave to go to pro- 
fessional schools before they graduate. 



THE H. S. T. A. BULLETIN 



i6= 



CHART E- 



65\ 



V 



O'l Z34X 



VI ■ 



Q|l|Z|v5l4-|X 



VI 



OI234X 



VIII 



Ql 1 I2I3I4IX 



65 



60- 



70- 



60 



7Q 



60- 



■60 



50- 



50 



40- 



■40 



30- 



30 



20- 



=£ 



20 



I0 : 



: H- 



-l-i 



IQ~n3 



io 



166 THE H. S. T. A. BULLETIN 

REPORT OF COMMITTEE ON SCIENCE NOTE BOOKS. 

George H. Kingsbury, Newtown High School, Chairman. 
To William T. Morrey, President of the High School Teachers' Asso- 
ciation of New York City : 
Dear Sir : 

We, the undersigned Committee on Science Note Books and rep- 
resenting the Science Department of the Newtown High School in 
the City of New York, beg leave to submit the following report in 
defense of the present plan of allowing credit for note books in the 
sciences. 

In support of this request we submit the following: 



NOTE BOOKS REPRESENT WORK OF A DEFINITE CHAR- 
ACTER UPON WHICH A DEFINITE VALUE 
MAY BE PLACED. 

Thirty-five experiments are required for Physics and Chemistry, 
but it is important that the student be familiar with most of the fifty 
or more experiments outlined in the syllabus. The time spent upon 
these is, at a low estimate, one hundred and twenty hours, for any 
one of the sciences. 

The note book constitutes a second text-book which supplements 
the class text-book, in the preparation for the state examination. This 
gives to laboratory work an intrinsic value. It should receive addi- 
tional credits, the only recognition possible so far as the school is 
concerned. 

The ability to set up and adapt apparatus, and to make accurate, 
systematic records of experiments has a money value, which the busi- 
ness world is quick to acknowledge. The skill acquired in laboratory 
work should not be depreciated by the school. 

We respectfully submit that for the student who studies, first 
hand, fifty or even thirty-five of the experiments outlined in the syl- 
labus, making notes on reactions, results, tests, properties, etc., an 
allowance of twenty credits seems but a fair compensation. 

Attached hereto are extract from letters upon this point. (Ap- 
pendixes 1-5.) 

II 

THE PERFORMANCE OF LABORATORY WORK DOES NOT 

RELIEVE THE STUDENT FROM TEXT-BOOK STUDY 

EQUAL TO THAT REQUIRED FOR OTHER SUBJECTS. 

Text-book work sufficient to meet the requirements of the sylla- 
bus, calls or as many hours of study as does any other five-point sub- 
ject in the course. This work, moreover, must be covered in a much 
shorter time than that allowed other subjects, because not more than 
three recitations a week are possible. 



THE H. S. T. A. BULLETIN' 167 

III 
SO RADICAL A CHANGE AS THAT INVOLVED IN THE 

WITHDRAWAL OF NOTE-BOOK CREDITS, SEEMS 
NOT QUITE CONSISTENT WITH THE ESTAB- 
LISHED POLICY OF THE STATE. 

For years our students of science have had before them the pros- 
pect of a special credit for laboratory work, and this has proved a 
powerful incentive in the preparation of note-books. Students were 
ambitious to excel in individual laboratory work. They felt, besides, 
a certain security and confidence under the present system, for each 
experiment performed and recorded was credited directly toward the 
state examination. The announcement, now, that credit for note- 
books has been withdrawn, means deep disappointment to the stu- 
dents, a feeling o insecurity, and a deplorable lack of interest in sci- 
ence note-books. 

The announcement, will, moreover, carry with it the impression 
that the policy of twelve years or more has been a mistaken one. We 
submit that the Department of Education has never adopted a plan 
which was afterwards found impracticable. It has been the policy 
of the state to extend, not to withdraw privileges, and we urge that 
this custom of twelve years' standing be continued. 

IV 

THE WITHDRAWAL OF CREDIT FOR LABORATORY NOTE- 
BOOKS, DEPRIVES SCIENCE STUDENTS OF PRIVILEGES 
GRANTED BY THE STATE TO STUDENTS OF HISTORY, 
AND TO STUDENTS OF A MODERN LANGUAGE. 
It will be admitted that a science note-book represents as much 
time and energy and skill on the part of the student and as much at- 
tention on the part of the teacher, as do note-books in history, or the 
dictation in a foreign language. 

Attention is called to the fact that the value of science note-books 
depends largely upon the accuracy of observation, that many experi- 
ments must be repeated if details are to be complete ; that notes must 
be written up under the supervision of the teacher ; and that skill in 
using and adapting apparatus and materials is also considered in esti- 
mating science note-book credits. 

There is no state inspection, moreover, of the history notes, or 
the dictation in a modern language. The estimate made by the 
teacher is accepted. The same is true of certain features of the exam- 
ination in drawing, in music, and in some commercial subjects. 

We respectfully call attention to the fact that at the same time 
that he order granting science note-books was recalled, an order ex- 
tending note-book credits in history was issued. 

We respectfully urge that students in science departments be 
given equal opportunities with those of other departments in our 
high schools. 

COMMITTEE ON SCIENCE NOTE-BOOKS. 
Geo. H. Kingsbury, Chairman. 
Anna E. McAuliffe, 
Mary F. Morris. 
Nellie P. Hewins. 



168 THE H. S. T. A. BULLETIN 

AUTHORITIES ON POINT I— OF BRIEF ATTACHED. 

Extracts of letters received by Mr. George H. Kingsbury, Instructor in 

Physics, in reply to his request for an opinion on note-book credits. 



Mr. Glenn M. Hobbs, for sixteen years instructor in Physics in the 
UNIVERSITY OF CHICAGO, now with the AMERICAN SCHOOL OF 
CORRESPONDENCE of the same place, replies as follows: 

"I would divide the 100% for the final grade in the science considered, 
into threeparts; 33 1-3% for the final examination; 33 1-3% to be the average 
of the written tests given throughout the term; and 33 1-3% for laboratory 
work and note-book. 



POPULAR ELECTRICITY MAGAZINE. 

From Mr. B. E. Blanchard, Associate Editor of the Popular Electricity 
Magazine, and formerly employed in the laboratories of the Commonwealth 
Edison Co. 

"There is also one other reason why I think the pupil should be en- 
couraged in note-book work, by knowing that this will be given credit at the 
close of the course and that is that a great deal of this work is done outside 
or not dirctly under the eye of the teacher, and while this is being done the 
pupil is helping himself and deciding one question after another, just as he 
would have to do in actual life." 



POPULAR MECHANICS MAGAZINE. 
Mr. N. N. Windson, Editor. 
"It would seem to me that a note-book record of experiments correctly 
performed under proper supervision should be given at least EQUAL 
CREDIT IN FINAL EXAMINATIONS with the record of book knowledge 
which the pupil may have acquired. In fact, I can conceive of a laboratory 
course being so carefully planned that the pupil who completed it creditably 
should be entitled to graduate upon his laboratory record alone." 



Dear Sir: — 

My judgment is rather against laboratory work in the preparatory schools, 
unless conducted in an elementary and simple way. 
Yours very truly, 

CHARLES WHITING BAKER, 

Editor Electrical World. 



SCIENTIFIC AMERICAN. 
Dear Sir: — 

Certainly we favor laboratory work wherever science is studied. There 
is no other way in which a science can be learned than by the practiced appli- 
cation of the principles in real work with the appliances suited to the subject. 
No one can learn to be a carpenter, except by using the tools to do the work 
of a carpenter. So no one can learn to be a chemist without working with 
the chemist's tools. 

In a school a student is entitled to credit for all that he does, for any 
kind of useful work. 

The percentage to be credited for a special part of the work depends 
wholly upon the system of the school, and cannot be decided in an editorial 
sanctum. 

Faithfully yours, 

MUNN CO. 



GENERAL MEETING, NOVEMBER 1, 1913. 

The first general meeting of the High School Teachers' Association for 
the year 1913-1914 was called to order by the President, November 1, in the 
High School of Commerce at 11:30. 

The minutes of the last meeting were accepted with corrections. The 
treasurer reported a balance of $600.37 m the treasury. President Morrey an- 
nounced that his report would appear in the November Bulletin. 

Mr. Frederick H. Paine, of Eastern District High School, reported for 



THE H. S. T.'A. BULLETIN 169 

the Committee on Pensions. The results of the actuarial examination were 
briefly summarized, showing the present unsatisfactory condition of the fund 
and also the incomplete examination of those conditions by the actuaries. The 
committee reported that there were many statistics which should have been 
compiled in order -to rectify the mistakes of the present system. 

Mr. E. W. Weaver, of the Boys' High School, Brooklyn, reported for the 
Committee on Vocational Guidance. He showed the work that had been ac- 
complished by the committee, especially through the publications issued. 

Mr. Benjamin C. Gruenberg, of Commercial High School, spoke on the 
Grand Rapids Conference on Vocational Guidance. 

The next business of the association was the election of delegates to the 
Advisory Council. It was voted to elect no representatives from the Training 
Schools to the Council. 

The results of the election were as follows: 

HIGH SCHOOL PRINCIPALS— Daniel D. Feldman, of Curtis, and 
James Sullivan, of Boys', with James J. Sheppard, of Commerce, as alternate. 

FIRST ASSISTANTS IN HIGH SCHOOLS— Wiliam T. Morrey, of 
Bushwick, and Alexander L. Pugh, of Commerce, w|ith Frederick H. Paine, of 
Eastern District, and George E. Boynton, of Erasmus, as alternates. 

MEN HIGH SCHOOL TEACHERS— Sanford L. Cutler, of Morris, and 
Clayton G. Durfee, of Evander Childs, with Harry B. Penhollow, of De Witt 
Clinton, as alternate. 

WOMEN HIGH SCHOOL TEACHERS— Harriet E. Wyckof, of East- 
ern District, and Helen E. Bacon, of Wadleigh, with Violette E. Scharff, of 
Morris, and Nellie A. Strum, of Washington Irving, as alternates. 

EVENING HIGH SCHOOL TEACHERS— Milo F. McDonald, of Bush- 
wick, and Claude T. Benjamin, of Curtis, with Roscoe A. Grant, of Jamaica, 
and Grace H. Miller, of Bushwick as alternates. 

The meeting was adjourned at 1 :40. 

WILLIAM T. MORREY, President. 
MARY J. BOURNE, Secretary 

COMMITTEE ON VOCATIONAL GUIDANCE. 
The Vocational Guidance Committee* has just completed a new hand- 
book, Vocation for Girls, which is published for the committee by A. S. Barnes 
Co. It is a book of 200 pages, neatly and attractively bound. It covers all the 
fields open to women and contains information about local conditions and a 
complete index of vocational training opportunities in New York City. 

The book is arranged for class use in connection with the English work 
of the high schools or as a reading book for the upper grades of the elemen- 
tary schools. Each chapter contains suggestions for investigations, subjects 
for compositions and statistical studies. 

Interspersed in the chapters of information will be found selections from 
the foremost writers bearing on the problems connected with efficient work. 

A leading employer to whom the manuscript was submitted immediately 
placed orders for enough copies to present to each of his working girls. The 
Buffalo Chamber of Commerce ordered a special editin to be prepared at the 
expense of that body for use in the schools of the city. 

The price is 75 cents, and copies can be ordered from the publishers or 
from the committee. 

The other publications of the committee which are available for distribu- 
tion this time are: 

Choosing a Career for Boys, 10 cents. 
The Printing Trades, 10 cents. 
The Graphic Arts, 10 cents. 

Accountancy and the Business Professions, 10 cents. 
The Household Arts, 5 cents. 
The Civil Service, 5 cents. 
Manilla Employment blanks suitable for any school can be secured at 
$1.00 per 100. 

E. W. WEAVER, 25 Jefferson Ave., Brooklyn. 
* Strange to say the book has nothing to indicate that it is the work of 
a Vocational Guidance Committee of the High School Teachers' Association 
of New York City, or that the Association had anything to do with it— W. T. 
Morrey. 



170 



THE H. S. T. A. BULLETIN 



OFFICERS, 1912-1913. 

PRESIDENT— William T. Morrey, Bushwick High School. 

VICE-PRESIDENT— Mrs. Henrietta Rodman de Fremery, Wadleigh High 
School. 

SECRETARY— Miss Agnes Carr, of Morris High School. 

TREASURER— Dr. Loring B. Mullen, Girls' High School. 

ADDITIONAL MEMBERS OF EXECUTIVE COMMITTEE— 
Mr. Aaron L. Dotey, De Witt Clinton High School. 
Miss H. Elizabeth Seelman, Girls' High School. 
Mr. Clarence D. Kingsley, Manual Training (resigned). 

REPRESENTATIVES IN HIGH SCHOOL TEACHERS' ASSOCIATION 

1912-1913 

* Senior Representatives. 



BAY RIDGE— *Emberson E. Proper 

Mabel R. Benway 

Emil Gluck 
BOYS'— *Charles E. Overholser 

Francis T. Hughes 

Frederick B. Jones 

S. Ridley Parker 

Alfred A. Tansk 
BRYANT— *Mary E. Reid 

Harry K. Munro 
BUSHWICK— *George M. Falion 

Mary E. Green 

Carolyn L. Francis 

Grace Jielene Miller 

Etta E. Southwell 
COMMERCIAL— *Edwin A. Bolger 

Geoge W. Harman 

Robert O. St. John 

Benjamin C. Gruenberg 

COMMERCE— *Julius Blume 

Horace G. Healey 

Alfred H. Lewis 

Alexander L. Pugh 

George H. Van Tuyl 
CURTIS— *William R. Hayward 

Mabel G. Burdick 

DE WITT CLINTON— *Aaran I. 
Dotey 

Oscar W. Anthony 

Ellen E. Garrigues 

Fayette E. Moyer 

Charles E. Timmerman 

Jesse E. Whitsit 
EASTERN DISTRICT— *Eloise B. 
Santee 

Harold G. Campbell 

Gertrude S. Bursling'ham 

Nina Bowman 

Marion J. Mayo 

Florence E. Meyer 
EVANDER CHILDS— (Not organ- 

ERASMUS HALL— *Pres-ton C. 
Farrar 
George E. Boynton 



Edith M. Everett 

William F. Tibbetts 

Kate E. Turner 

Mary H. Holmes 
FAR ROCKAWAY— *Elmer M. Van 

Dusen 
FLUSHING— *Frank H. Miler 
GIRLS'— *Loring B. Mullen 

H. Elizabeth Seelman • 
JAMAICA— ^Edward J. McNamara 

Benjamin H. Thorp 

Lydia Root 
JULIA RICHMAN— (Not organized 
MANUAL TRAINING— *A. Latham 
Baker (Johnson St. Annex) 

Eleanor R. Baker (Main Bldg., 7th 
Ave.) 

Marion Hackedorn 

Mary A. Hall 

Clarence D. Kingsley 

Charles Perrine (Prospect Ave. 
Annex) 

M. Helen Smith 
MORRIS— *Paul B. Mann 

Agnes Carr 

Harriet L. Constantine 

Fred C. White 
NEWTOWN— *George H.Kingsbury 

Alexander H. Zerban 
RICHMOND HILL— *William E. 
Stilson 

Gertrude M. Leete 
STUYVESANT— *T. Harry Knox 

Clayton G. Durfee 

Joseph L. Beha 

Stanley A. Gage 

Charles F. Moors 

Ernest S. Quimby 

(These are as of 1911-1912) 
WADLEIGH— *William W. Clen- 
denin 

Helen E. Bacon 
WASHINGTON IRVING— *Eliza- 
beth A. Roche 

Mary C. Craig 

Idelette Carpenter 



THE H. S. T. A. BULLETIN 



171 



Ust of Members of the High School Teachers' Association 
for the Year 1912-1913. 

BAY RIDGE' HIGH SCHOOL 

86th Street, Near 18th Avenue 

Annex 

92d Street and Gelston Avenue (P. S. 104) 



Allen, Winifred S. 

Bai Til 

Benway, Mabel R. 



Gilliland, Alice M. 
Gluekj Emil 
Natelson, Rachel 



Schuyler, Elmer 
Schmidt, Clara 



BOYS' HIGH SCHOOL 

Marcy and Putnam Avenues and Madison Street 

Annexes 

Bedford and Jefferson Avenues 

Schenectady Avenue, Bergen and Dean Streets (P. S. 83) 

JAMES SULLIVAN, Principal, Plandome, L. I. 



( 



Alden, Henry T. 
Andrews, William H. 
Bates, Clifton W. 
Bergstresser, C. A. 
Bishop, Merle L. 
Brummer, Sidney D. 
Buttrick, Harold E. 
Clark, Clinton 
Cohen, A. Broderick 
Diller, James G. 
Downing, Georg B. 
Edwards, William H. 
Esselstyn, Henry H. 
Fairchild, Ralph P. 
Fisher, William W. 
Fontaine, Andre C. 
France, Sanford D. 



Freeborn,' Frank W. 
Geinson, Irving 
Hanson, G. C. 
Hobson, George P. F. 
Hopkins, Walter D. 
Hughes, Charles E. 
Hughes, Frances T. 
Janes, Arthur L. 
Jeffords, Clyde R. 
Jenner, William A. 
Jones, Frederick B. 
Levine, Herman B. 
Lewis, Frederick Z. 
Mattes, Max H. 
McCartney, Hoge 
Munson, Daniel G. 
Overholser, Charles E. 



Parker, S. Ridley 
Parsons, Edward B. 
Parsons, Herbert H. 
Pasternak Nathaniel 
Raiman, Robert I. 
Reynolds, James I. 
Richardson, Roy S. 
Riess. Ernst 
Smith, Ernest E. 
Spaulding, Frank B. 
Swenson, John A. 
Tausk, Alfred A. 
Tressler, Jacob C. 
Weaver, Eli W. 
Wilson, Henry E. 
Wood, George C. 
Yoder, Arthur L. 



BRYANT HIGH SCHOOL 

Wilbur Avenue, Academy and Radde Streets, Long Island City 

Van Alst Avenue, near Flushing Avenue, Long Island City (P. S. 7) 



Arthur, L. Louise 
Byrne, Margaret C. 
Carter, Bertha A. 
Courtney, Bertha F. 
Dickson, Tenny V. 
Garrity, Julia F. 
Grubman, Adolph J. 
Heermance, Emma W. 



Jones, Frances E. 
Joseph, Myrtle J. 
Lewis, Edward F. 
Loewy, George J. 
Mclntvre, Edith A. 
Munroe, Harry K. 
Noble, Helen G. 
Price. Anna G. 



Reid. Mary E. 
Riblet, Mary V. 
Snow, Ella M. 
Swett, Carolyn Patten 
Vincent, Charlotte M. 
Welch, Alberta M. 



BUSHWICK HIGH SCHOOL 

Evergreen Avenue, Ralph and Grove Streets (P. S. 75) 

Annexes 

Reyerson Street, near Myrtle Avenue (P. S. 69) 

Gates Avenue, near Stuyvesant Avenue (P. S. 129) 

St. Nicholas Avenue and Suydam Street (P. S. 162 ) 



FRANK 
Barlow, Margaret M. 
Barrows Tessie 
Bonotaux, Henriette 
Bertschey, Maud 
Berkowitz, Leo 
Brigss, Era E. 
Batchelder, Margaret 
Canning, Etta M. 
Cohen, Bertha 
Cohen, Morris 
Collier, Katharine B. 
Dempsey, Josephine A. 
Crossley, Arthur L. 
Conant, M. Sybil 
Dewitt, Louis L. 
Durand, William B. 
Falion, George M. 
Fleischer, Edward 
Foley, Henry J. 
Francis, Carolvn L 
Gilbert. Clara M. 
Goldsmith, Elizabeth 
Goodman, Arthur 



ROLLINS, Principal, 175 
Green, John C. 
Green v Mary P. 
Hall, Henrietta 
Handricb, Paul 
Houley, Elizabeth 
Humason, Thomas A. 
Humphries, George F. 
Johnson, Julius M. 
Keener, Robert H. 
Leyenberger, Harry W. 
Leibovitz, Nathan 
T evine, Manuel 
Lebowitz, Leo. 
Lingg, Amalie S. 
Littig, M. Josephine 
Manfred, Maud E. 
McConville, Lillian M. 
McDonaldi. Milo F. 
Merington, Ruth 
Miller, Charles 
Miller, Grace H. 
Mohan, Lucv F. 
Morrey, William T. 



Amity Street 

Nanes, Philip 
Norton, George W. 
Newcomer, Harvey 
Nevins, Nannie R. 
O'Donnell, Agnes T. 
O'Donnell, Margaret M. A. 
Otten, Henry L. 
Seaman, Mary 
Semple, Lewis B. 
Smith, Louise 
Smith, Marguerite 
Southwell, Etta E. 
Staelin, Leonie E. 
Stanton, Anna E. 
Taylor, Arthur M. 
Townsend Charles W. 
Townsend, Mav E. 
Tufts. Anna B. 
Umbrecht, Martha 

Squires) 
Zorn, Freda 



(Mrs. 



172 



THE H. S. T. A. BULLETIN 



HIGH SCHOOL OF COMMERCE 

65th and 66th Streets, West of Broadway 

Annex 

120 West 46th Street (P. S. 67) 

JAMES J. SHEPPARD, Principal, 308 West 97th Street 



Aldinger. Harry E. 
Barbour, William C. 
Beatman, Augustus S. 
Blume, Julius 
Brennan, Alfred T, V. 
Bryan, Alfred C. 
Carter, Raymond 
Cheston, Henry C. 
Clough, Harvey B. 
Eddy, Walter H. 
Flatow, Jacob 
Flynn, Oscar R. 
Foster, Wilfred L. 
Grant, Forest 
Grant, Willis H. 
Greene, Russell T.. Jr. 
Hahn, Clarence W. 
Hall, Gamble 
Hance, William 
Hartung, Ernest W. 
Hartwell. Frank W. 



Ilea ley, Horace G. 
Ileydrick, Benjamin A. 
Kann, Joseph 
Rerkowitch, Louis B. 
Beygran, Frederick R. 
Guldner, Chas. M. 
Henin, Benjamin H. 



Porter, George II. 
Pugh, Alexander L. 
Remy, Alfred 
Rochow, John P. 
Roberts, Albert 
Roessler, Erwiu W. 
Kosenblum, Abraham 



Knickerbocker. Edwin Van B. Rotherham, Philip J. E. 



Koopman. Sietse B. 
Lagerwall, C. J. 
Lewis, E. D. 
Lewis. Alfred H. 
Lindsey, Frederick B. 
Long, Reuben L. 
McGrath, William J. 
Mills, Joseph S. 
May, Alfred A. 
Minnick, John D. 
Montrose, Chas. G. 
O'Neil, William R. 
Opdycke, John B. 



Skinner, Herbert C. 
Schlauch, William S. 
Sinagnan, Leon 
Skipp. Henry J. 
Smith, L. B. 
Sprague, C. Hayes 
Van Tuyl, George H. 
Walsh, Daniel O'C. 
Wharton, William P. 
Whiffen, Edwin 
Weinberger, George G. 
Woodman, Irving L. 



COMMERCIAL HIGH SCHOOL 

Albany Avenue, Bergen and Dean Streets 

Annex 

Conover, Sullivan and Wolcott Streets (P. S. 30) 

WILLIAM FAIRLEY, Principal, 195 Kingston Avenue 



Austin, Harry W. 
Bagenstose, Harvey L. 
Bliss, Ralph P. 
Bolger, Edwin A. 
Chestnut, D. Howard 
Dann, Matthew L. 
Denenholz. Alexander 
Donovan, Herbert D. A. 
Eels. Burr G. 
Finnegan, William E. 
Goate. William B. 
Greenberg, Morris 



Gross, Henry I. 
Gruenberg, Benjamin 
Harman, George W. 
Harrison, Earl S. 
Hoffman. Alfred L. 
Hook, Edward A. 
Joseph, Samuel 
Loftus, John J. 
Loughran.. John 
McNallv, Edward 
Newman Joseph 
O'Ryan, William P. 



Proctor, Robert H. 
Raynor, Gilbert J. 
Ross, William A. 
Sawyer, George A. 
Scarborough, Andrew J 
Shea, John J. 
Shearer, Robert J. 
Sternberg, George 
St. John, Robert P. 
Teeter, Charles H. 
Van Buskirk, Edgar H. 



Abbot, Frances H. 
Austin, Mary E. 
Benjamin, Claude T 
Blanpied. Ethel O. 
Brewer, Francis E. 
Burdick.. Mabel 
Close, Maud M. 
Crane, William A. 
Dean, Philip R. 



CURTIS HIGH SCHOOL 
St. Mark's Place and Hamilton Avenue, 
Annex 
Academy Place. Tottenville (P. 
Dowell, Philip 
Fleuring, Carrie O. 
French, Linda M. 
Gallagher, Ellen M. 
Goode. Elizabeth 
Goodwin, W. Grant 
Grout, Abel J. 
Harkness, Alma deB. 
Hayward, William R. 



New Brighton 

S. 1) 

Hopkins. Rupert H. 
Kerr, Frank E. 
-McMillan, Harlon 
Powers, Florence 
Shepherd, Florence 
Shipley, James H. 
Welsh, John C. 
Whitmore. Clara H. 



Abbott, Royal A. 
Adams, Milly E. 
Anthony, Oscar W. 
Armand, Louis H. 
Barber, Harry G. 
Baylis, Sara 
Bedford, Edgar A. 
Berry. James F. 
Bierman, Henry 
Bingham, Jesse H. 
Boylan. Arthur A. 
Broadhurst, Phillip H. 
Bryant, Arthur A. 
Call, R. Ellsworth 
Campbell. Ralph 
Carpentier. Marius 
Chamberlain, Raymond 
Clark, Randolph P. 
Connelly. Douglas L. 



DeWITT CLINTON HIGH SCHOOL 

10th Avenue, 58th and 59th Streets 
JOHN L. TILDSLEY, Principal, Spuyten Duyvil 



Grow, Frederick S. 
HaaS; Arthur 
Ham, Geo. 
Heller, Henry 
Haug, Emanuel 
Hewitt. George E. 
Herzog. Charles 
Hirsch, James A. 
Hooks, David M. 
Hunter, George W. 
Jackson. Eugene 
Jonas, J. B. Edwar d 
Johnson, Walter R. 
Keller, Franklin J. 
Kelley, Frank B. 
Klein, Morris G. 
Knox, Jaxon 
Krause. Arthur K. 
Landsman. Charles M. 



Mufson. Thorn. 
Newman, Charles 
Osborn, Ralph 
Parelhoff. Bernard M. 
Parmelee, William J. 
Patterson. Samuel W. 
Penhollow. Harry B. 
Perry, Edward O. 
Pickelsky. Frank 
Pokorney, Rudolph 
Raubicheck, Charles 
Rosenthal, Daniel C. 
Schmalhausen, Sam. 
Salzano, Francis 
Scheneer, A. Henry 
Sharpe, Richard W. 
Sherman. Frederick D. 
Smith, Thomas P. 
Solomon, Michael 



THE H. S. T. A. BULLETIN 



f73 



Covello, Leonard 
Currie, Thomas H. 
Davidson, Henry 
Decker, Nicholas P. 
Delaney. Edward C. 
Donnelly, Joseph P. 
Dotey, Aaron I. 
Donaldson, George 
Erwin, Edward J. 
Foote, Carlton A. 
Foote, Edmund W. 
Fox, Alice E. 
Frank, Colman D. 
Frank, Maude 
Garrigues. Ellen E. 
Goldberg. Israel 
Gomberts, George K. 



Laden, Jos. E. 
Levene, Harry 
Loewj Joseph 
Loewinthan, Albert" 
Lyon, Lorenzo G. 
Luce^ Michael H. 
MacLaren, Donald C. 
Mason, Lucius J. 
McCarthy, John D. 
McTiernan, Thomas 
Miles, Dudley H. 
Michaels, Norris H. 
Mirsky, Israel 
Monteser, Frederick 
Mai'Qiiard, Edw. 
Morse, Charles F. 
Moyer, Fayette E. 



Stevens, William S. 
Strauss, Julius 
Taylor, Albert S. 
Tobin, Jas. L. 
Tildsley, John L. 
Timmerman, Charles 
Wait. Horace C. 
Wheat, Frank. M. 
Whitsit, Jesse E. 
Wilford, Herbert E. 
Wilkins, Lawrence A. 
Wolfson, Arthur M. 
Works, Austin M. 
Wright, Herman H. 
Wright, Kenneth W., 
Yokel, Arthur 
Zacharie. Jean B. 



Jr. 



EASTERN DISTRICT HIGH SCHOOL 

Marcy Avenue, Rodney and Keap Streets 

Annex 

Havemeyer, North 6th and North 7th Streets (P. S. 143) 

WILLIAM T. VLYMEN, Principal, 379 Front Street, Hempstead, L. I. 



Adler, David 
Baltz, Frank P. 
Beeckman. Florence L. 
Beitel, Helen S. 
Blumenberg. Frieda 
Bole, John A. 
Bowman Nina 
Brace, Edith M. 
Burlingham, Gertrude S. 
Campbell, Harold G. 
Carey, Margaret E. 
Chater, Ellen D. 
Dithridge, Rachel L. 
Faulkner, Eunice F. 
Genung, Ina E. 
Griffiths, Anna B. 
Gurnee, Blandina H. 
Hartwell. Charles S. 
Hazen, Anna P. 
Helmuth. Lou 



Higbee, Anna M. 
Ileouch ? 
Hoy, Elizabeth R. 
Ikelheiemr, Minnie 
Jacobsen, Walter 
Kauffman, William A. 
Kelly, William H. 
King. Helen L. 
Klock, Claude W. 
Kuhn^ Adelina 
Lanz, Jeanne M. 
Lemowitz, Nathan H. 
Loughran, Agnes M. 
Maynard, Ernest A. 
Mayo, Marion J. 
Meigs, Katherine H. 
Meyer, Florence E. 
Meyers, Willard L. 
Osborne, Mabel E. 
Paine, Frederick H. 



Phillips, Anna L. 
Pinch, Minnie A. 
Pond, Pearl F. 
Reed, Mary A. 
Ribber, Emma 
Rittenhouse, Hawley (). 
Russum, Ruth E. 
Santee, Eloise B. 
Schradieck, Helen E. 
Hutschmar ? 
Smith, Franklin H. 
Stepanek, Beatrice 
Stratford, Aline C. 
Sullivan, Mary 
Tomlin, Stella M. 
Trowbridge, Cornelia B. 
Warren, James P. 
Wyckoff, Harriet E. 



1 
Walter 
Beynton, Geo. E. 
Brickelmaier, Alice G. 
Bryant Frank L. 
Campbell, Joseph A. 
Cashman, Joseph F. 
Chesley, Mabel L. 
Connell. Wesley J. 
Crane, Ella E. 
Crockett, Esther M. 
Doggett, Allen B. 
Edgell, Frank D. 
Estes, Chas. S. 
Everett, Edith M. 
Farrar. Preston C. 
Fay, Chas. R. 
Feldman, Daniel D. 



ERASMUS HALL HIGH SCHOOL 
'latbush Avenue, near Church Avenue 
B. Gunnison. Principal, 77 Wilson Street 



Foster. Sarah P. 
Gordon, John J. 
Habermeyer. ouise C. M. 
Hancock, Wm. J. 
Harley, Walter S. 
Hewitt.. Helen F. 
Hodgdon, Katherine I. 
Holmes, Mary H. 
Howe, Alice C. 
Huntington, Fred'k W. 
King, Cvrus A. 
Lasher, Wm. R. 
Lauder, Mary A. 
Merchant, Manton E. 
Neiswender, Ada B. C. 
Teabody, Susan P. , 



Raynor, Geo. C. 
Scovill, Florence M. 
Sparks, Minnie E. 
Sprague, Laura E. , 

Stocker, John H. 
Strong, Wm. M. / 
Talbot, A. May 
Tibbetts, Wm. F. 
Valentine, Henry D. 
Vedder, Estella M. 
Volentine, Mary F. (Mrs.) 
Whitney, N. Belle 
Wight, Walter A. ■ 
Wilder, Geo. F. 
Williams, Lewis C. 



FAR ROCKAWAY HIGH SCHOOL 
State Street and Roanoke Avenue, Far Rockaway 
Barnes, Edwin A. Broomall, Laura B. Prescott, Lucy M. 

Belding, Albert G. Jennison, Emily M. Roberts, May 

Booth, Frederick M. Kennedy, Anna J. Van Dusen, Eldon M. 

GIRLS' HIGH SCHOOL 

Nostrand Avenue, Halsey and Macon Streets 

Annex 

St. Mark's and Classon Avenues (P. S. 42) 
WILLIAM L. FELTER. Principal, 990 Sterling Place 

Cochran, Mary Jenness, Jennie M. Sullivan, Bessie 

Cushman, Earl P. Joannes, Jules S. White, Bessie R. 

Ellis,, Sophia Lee, Marguerite T. Willard, Gladys 

Ford* Celia Mullen, Loring B. Winslow, Julia E. 

Higgins, Alice Schumer, Jacob H. Wright, Mabel 

Hyde. Isabella Seelman, H. Elizabeth V __ 

Ingalls, Margaret L. Smith, Charlotte i J ! 



174 



THE H. S. T. A. BULLETIN 



Baumeister, John 



FLUSHING HIGH SCHOOL 
Sanford Avenue and Union Street, Flushing 

Jenks. Paul R. Miller, Frank H. 



THEODORE C. 
Bradley, Susan M. 
Brown, Adelaide W. 
Busbee, Christiana 
Chickering, Edward C 
Dilger, Marie 
Edgerton, Myra T. 
Fairley, Edwin 
Epler, Alice 
Fennebresque, Louis 
Ferris, Mary D. 
Gay, Laura S. 



CHARLES 
Abbott, Frederick B. 
Aldridge, Vincent 
Allen, J. Trevette 
Baker, Arthur Latham 
Baker, Eleanor R. 
Barasch, Morris 
Bawden, Sarah E. 
Boecker, Alexander 
Boole, Emily R. 
Braman, Mary L. 
Bryant, Elizabeth E. 
Cambern, J. Raymond 
Coan, Charles 
Colony, M. Elizabeth 
Colsten, Albert L. 
Daris, Eunice M. 
Dickinson, Henry N. 
Dickman, Mary B. 
Dithridge, Caroline M. 
Elting, Mabel 
Fanning, Grace M. W. 
Geiss, M. Paula 
Green, Florence (Mrs.) 



JAMAICA HIGH SCHOOL 
Hillside and Union Avenues, Jamaica 
MITCHILL, Principal, 325 West 56th Street, Manhattan. 



Grant, Roscoe A. 
Hoadley, Harwood 
Hochderffer, Mary J. 
Kibby, Warren J. 
Krause, Carl A. 
Lawrence, Antoinette 
Linville, Henry R. 
Luetscher, George D. 
MacConnell, Marie F. 
McNamara, Edward J. 
O'Keefe, David II. 



Quick Oscar 
Root, Lydia F. 
Silverman, Henry J. 
Starkey, Warren L. 
Thompson, Kirk W. 
Thorp. Benjamin H. 
Vosburgh, Charles H. 
Ward, Ada Webster 
Wilkin, Josephine D. 



MANUAL TRAINING HIGH SCHOOL 
7th Avenue, 4th and 5th Streets 

Annexes 
Duffield, Johnson and Gold Streets 
Prospect Avenue, opposite Reeve Place 
D. LARKINS, Principal, 225 Argyle Road, Flatbush 



Hackedorn, Marion 
Hall, Mary A. 
Harris, Lena 
Heyer,' Ella G. 
Holzmann, Abraham 
Hunt, Arthur E. 
Kingsley, .Clarence D. 
Lenfest, Bertram A. 
Leonard, Howard C. 
Low, J. Herbert 
Luther, Edith M. 
Mageworth, J. Otis 
McArdle. John P. 
McCall, Carleton C. 
McDonald, John J. 
Meneely, John H. 
Mueller, Ernest G. 
Murphy, Margaret L. 
Nevins, Dora R. 
Oswald, Frederick W., 
Odell, Louis S. 
O'Donnell, J. Emmett 
Perrine, Charles 



Jr. 



Peters, Frederick A. 
Puig, Louise M. 
Richardson, William C. 
Robinson, Alfred T. 
Robinson, Franklin D. 
Russell, Warren L. 
Schutze, Elizabeth 
Shimberg, Jeannette 
Shinn, Victor I. 
Smith, J. Clarence 
Smith, M. Helen 
Snow, Minnie R. 
Stern, Regine 
St. John, Emily P. 
Stone, Mabel 
Taylor, Nettie 
Terrel. Lillian A. 
Vail, Clarence W. 
Walker, Alice J. 
Weed, Henry T. 
Wolcott, Henry G. 
Wright, Helen S. (Mrs. 



Althaus, Amalie L. 
Avent, John M. 
Baer, Dena 
Bates Abby B. 
Bates, Thomas S. 
Bergman, Morris L. 
Bourne, Marv J. 
Bridgman, Anne T. 
Burt, Clara M. 
Carey, Alice 
Carleton, Bessie G. 
Carr, Agnes 

Constantine, Harriet L, 
Cutler, Sanford L. ' 
Davis, Josie A. 
Denbigh 

Diedrich, Marie M. 
Evans, Austin H. 
Falk, Anna A. (Mrs.) 



MORRIS HIGH SCHOOL 
16Gth Street, Boston Road and Jackson Avenue 

Matilda Street, Wakefield (P. S. 16) 

Mott Avenue and 144th Street (P. S. 31) 

JOHN H. DENBIGH. Principal, 2676 Creston Avenue 



Fraser, E'ffie 
Hazen, Louise C. 
Hixon, Kate B. 
Horwitz, Lillian 
Howell, Logan D. 
Kellogg, Raymond N. 
Knowlton, Mary E. 
Landau, Laura 
Lewis, Arthur C. 
Look, Samuel M. 
Mann, Paul B. 
Matthews, Archibald J. 
Mendum, Georgiana 
Miller, Charles A. 
Morse. Elizabeth E. 
Normile, Mary 
Palmer, Anna M. 
Parker, Margaret M. 
Peabody, James E. 



Read, Edith 
Scharff, Victor 
Scott Cora A. 
Scudder, John O. 
Shannahan. Willard D. 
Skeele, Otis C. 
Sohon, Michael D. 
Story, Helen M. 
Surrey, Frank M. 
Theobald, Jacob, Jr. 
Thompson, Annie S. 
Tracy, Edwin S. 
Vanderbilt, Grace W. 
White, Fred C. 
Williams, Joseph S. 
Winslow, Isabel G. 
Young-High, Caroline (Mrs.) 



NEWTOWN HIGH SCHOOL 
Chicago Avenue and Grove Street, Elmhurst 
JAMES D. DILLINGHAM, Principal, 189 9th Street, Elmhurst 
Book Arthur E. Meras, Albert A. Slater, Henry B. 

Kinscsburv, George H. Radin, Max Smith, Charles M. 

Larsh, Charles H. Schmidt, Carl G. 



THE H. S. T. A. BULLETIN 



ISAAC 
Allen, Ralph W. 
Atwater, John C. 
Barber, Sara M. 
Beard, Stella S. 
Beers, Florence M. 
Burrage, M. A. 
Chapin, Jennie B. 
Chapin, H. E. 
Emery, Stephen 
Fent, S. B. 
Flint, A H. 



RICHMOND HILL HIGH SCHOOL 
Elm Street_and Stewart Avenue, Richmond Hill 
N. FAILOR, Principal, 5 Maple Street, Richmond Hill 



Finnigan, James J. 
Forbes, Abby B. 
Gammon, Montague 
Gaston, Charles Robert 
Golde, Margaret D. 
Greene, Lillian L. 
Henderson, Royal L. 
Hubbard, Ruth E. 
Johnson, Estella M. 
Kilburn, Florence M. 
Knapp, Annie M. 



Landers, Leland L. 
Leete, Gertrude M. 
Loomis. J. D. 
Relph, Marion F. 
Root, Eva R. 
Stilson, Wra. E. 
Trowbridge, Cornelia R. 
Valentine, Morris C. 
Voorheest Sophia 
Richardson, Morris G. 
Woftrnann Johanua C. 



STUYVESANT HIGH SCHOOL 

15th and 16th Streets, West of 1st Avenue 

ERNEST R. Von NARDROFF, Principal, 397 Madison Street, Brooklyn 



Andrews, Richard M. 
Brandau, George J. 
Breckenridge, Wm. E. 
Brownlee, Raymond B. 
Bruce, Murray 
Cheney, Thomas C. 
Clark, John P. 
Clark, John P. 
Cooley, George E. 
Cornell, Charles F. 
Dorfman, Waldemar L. 
Ellard, Charles H. 
Elmer, Clement G. 
Fink, Frederick W. 
Fuller, Robert W. 
Foster, Walter B. 
Fritz, Henry E. 
Gage, Stanley A. 
Gardner, Frank A. 
Goldberger, Henry H. 
Goodrich, Moses F. 



Greenberg, Abraham B. 
Griswold, Clifford B. 
Griswold, Edward D. 
Hein. Henry E. 
Henriques, Maurice C. 
Hoffman, Mark 
Hopkins, William C. 
Hoew, Charles B. 
Jacobs, Olin M. 
Klafter, Simeon H. 
Knox, T. Harrv 
Lavers, Earl R. 
Law, Frederick H. 
Leavitt, William M. 
Leonhard, Theodore S. 
Maulitt, Hower E. 
Mattock, Jacob A. 
Marks, Lazarus 
Maier, Augustus 
Marston, Charles W. 
Mehrtens. Henry E. 



Mersereau, Samuel F.- 
Messenger, John, Jr. 
Norris, John S. 
Pax, Donald J. 
Parrot, Alfred F. 
Quimby, Ernest S. 
Reynolds, Frank 
Ross, A. Franklin 
Sackman, Gilbert R. 
Silberstein, Nathan 
Sindelar, Charles 
Smith, Walter- M. 
Smith, W. Palmer 
Stahl, George 
Way, Abner P. 
Wilson, James F. 
Worth, William A. 
Wyman, William T. 
Rodman, Bayard B. 



WADLEIGH HIGH SCHOOL 

114th and 115th Streets, West of 7th Avenue 

A nn py 

138th and 139th Streets, West of 5th Avenue (P. S. 100) 

STUART H. ROWE, Principal, 104 Hillcrest Avenue, Park Hill, Yonkers, N. Y. 



Bacon, Helen E. 
Blumenstock, M. 
Beach, Mary R„ A.L.H. 
Beare, Cornelia, A.E. 
Bruce, Grace A. 
Cameron. Morton T. 
Clendenin, Wm. W. 
Colburn, Mary P., A.E. 
Coman, Caroline 
Cornish, Robert H. 
Davis, Genevieve 
Dike, Cornelia D. 
Drake, Rutm W., A.D. 
Ford, Jessie Frances 
Gavin, Helen. H.B. 
Gelbach, Marie, A.G. 
George, Auguste 



Goodrich, Martha, A.F. 
Griffith, Priscilla 
Harris, Mary E. 
Harris, Sadie 
Heermans, Florence 
Heller, Louie R., A.E. 
Herrmann, Hattie, A.M. 
Hobbs, Mrs., A.E. 
Hodges, Archibald L. 
Hovey, W. H. M. 
Houston, Jessie F.. A. 
Howard, Charlotte B 
Judge, Anna G. 
Judd, S. M. 
Jackson, Alice, A.E. 
Kupfer, Elsie M. 
Marsh, Bessie K. 



Meserve, Elizabeth 

Middleton. Florence, A.B.- 

Moss, Olive, A.M. 

Norwood, Claretta, A.M. 

Robinson, Alice M., A.M. 

Ross, Helen, A.D. Jr. 

Saltzberg. Florence 

Saniel, Marie, A.D.B. 

Speir, Katharine A., Inch. 

Syms, Louis C. 
M. Taylor, Jane I. 
A.L. Taylor» Miriam L. 

Tefft, Mary Bickmore 

Thompson, ouise, A.G.L. 

Underwood, Elizabeth, A.M. 

Ziek, Henry 



WASHINGTON IRVING HIGH 
34 1-2 E. 12th St., and 5 
WILLIAM McANDREW, Principal, 2758 King 



Ammerman, S. Lewis 
Arndt, Emma 
Arnold, David L. 
Alley, M. I. 
Beach, Jessie A. 
Belcher, Frances S. 
Carpenter, Idelette 
Catren, Ida M. 
Cohen, Helen L. 
Craig, Mary C. 
Douglas. Charles H. J. 
Donnelly, W. 
Falk, Louis J. 



Freeman, Mary L. 
Galloway. Ida G. 
Merdes, Adrienne 
Goller, Gratia 
Goodman, Annie E. 
Greenstein, Max 
Goertner, Rose 
Guthrie. Kenneth 
Hodgkins, Georgina 
Holran, Rose A. 
Lancaster, Bertha 
Leonard, Nina V. 
Langdon, Amanda 



SCHOOL 

Annexes. 

sbridge Terrace, Kingsbridge 

Marshall, J. Adelaide 

Mattfeld William 

Klees, C. Mathilde 

Roche, Elizabeth A. 

Sage, Lillian B. 

Skinner, E. Mabel 

Slack, Earl B. 

Sommerfleld, Alfred 

Stone, Bertha R. 

Thompson, Christina M. 

Trautvetter, Ida 

Truckenbrodt, Lewis 

Willard, Florence M. 



176 



THE H. S. T. A. BULLETIN 



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THE H. S, t, A, BULLETIN tJ7 

DIRECTORY OP HIGH SCHOOLS OF NEW YORK CITY 

NOTICE — Many of the telephones are on the desk of the Principals and Teachers in 
Charge. They should be used for. school business only and then only when there is need 
of haste. 

PRINCIPAL 
School Telephone Location ob Teacher in 

Charge of Annex 

Bay Ridge 711 Bath Beach... 86th st., near 18th av. (P. S. 101).. Harry A. Potter. 

Annex ..1273 Bay Ridge 92d st. and Gelston av. (P. S. 104). 

Boys' . G90 Bedford Marcy and Putnam avs. and Madison 

st James Sullivan. 

Bryant 40 Astoria Wilbur av., Academy and Radde sts., 

L. I. City Peter E. Demarest. 

Annex 1146- W Astoria ...Van Alst av., near Flushing av.» L. 

I. City (P. S. 7) 

Bushwick . . i. 3403 Bush wick . . 400 Irving Ave. . , . : Fkank Rollins. 

Annex 13 Bushwick Evergreen av., Ralph and Grove sts. 

(P. S. 75) William T. Morrey 

Annex 3514 Bushwick . . . Quincy st., near Stuyvesant av. (P. 

S. 129) Lewis B. Semple. 

Commercial 3'. 32 Bedford Albany av.. Bergen and Dean sts.. William Fairley. 

Annex 7736 Bedford Bedford and Jefferson sts W. E. Doggett. 

Curtis 351- J Tompkinsville Hamilton av. and St. Mark's .pi., New 

Brighton . D. L. Feldman. 

Annex 922- J Tottenville .. Academy pi., Tottenville (P. S. 1) 

De Witt Clinton. . .4175 Columbus . ..10th av., 58th and 59th sts John L. Tildsley. 

Eastern District . .4565 Wmsburg . .Marcy av., Rodney and Keap sts. . . W. T. Vlymen. 

Annex l',15 Greenpoint. . . Havemeyer, N. 6th and 7th sts (P. 

S. 143) Anna L. Phillips. 

Erasmus Hall . ...288 Flatbush Flatbush av., near Church av W. B. Gunnison. 

Evander Childs . . 643 Westchester . . Randolph, St. Lawrence and Ham- 
mond aves. (P. S. 47) Gilbert S. Blakely 

Annex . 5634 Tremont 196th St.. Bainbridge and Driggs avs. 

(P. S. 46) 

Far Rockaway .... 95 Far Rockaway . . Far Rockaway S. J. Ellsworth. 

Flushing 321 Flushing Sanford av., Flushing J. H. Clark. 

Girls' 372 Bedford Nostrand av., Halsey and Macon sts. W. L. Felter. 

Annex . .. 5 5926 Prospect . ...St. Mark's and Classon avs. (P. S. 

42) M. Ellen Barker. 

d S. of Commerce. 2658 Columbus 65th and 66th sts., west of Broadway J. J. Sheppard. 

Annex 8114 Bryant 120 West 46th st. (P. S. 67) Alfred C. Bryan. 

Jamaica 165 Jamaica Hillside av., Jamaica T. C. Mitchill. 

Julia Richman 4557 Chelsea 60 West 13th st A. M. Wolfson. 

Annex 482 Chelsea 140 West 20th st. (P. S. 55) 

Annex 8437 Schuyler 82nd st. and West End av 

Annex 5748 Lenox 88th st., east of 1st av 

Manual Training .1380 South 7th av., 4th and 5th sts C. D. Larkins. 

Annex 24 South Prospect av., opp. Reeve pi Charles Perrine. 

Annex 2627 Main Duffield, Johnson and Gold sts Arthur L. Baker. 

Mor ris 605 Melrose 166th st., Boston rd. and Jackson av. John H. Denbigh. 

Annex 2360 Melrose Mott av. and 144th st. (P. S. 31) .. Irving A. Heikes. 

Newtown 40 Newtown Elmhurst J. D. Dillingham. 

Annex 122 Newtown Elmhurst (P. S. 89) 

Richmond Hill . . . .26 Richmond Hill. . Elm st., Richmond Hill Isaac N. Failor. 

Stuyvesant 3739 Stuyvesant ..15th and 16th sts., west of 1st ave.E. R. von Nardroff 

Wadleigh 1892 Morniagside ..114th and 115th sts., west of 7th av. Stuart H. Rowe. 

Annex . 4865 Harlem 138th St., west of 5th av. (P. S. 100) Kath. A. Speir. 

Washington Irving. 3292 Stuyvesant ..Irving pi., 16th ard 17th sts W. McAndrew. 



178 THE H. S. T. A. BULLETIN 

YEAR BOOK 1908-1909, JOHN L. TILDSLEY, PRESIDENT. 
The Aim and Scope of the Public High School in the City of New York, 

Franklin H. (biddings, LL.O • • 10 

The Meaning of a Liberal Education, President Woodrow Wilson. • • 19 

Should There be a Difference in the High School Training of Boys and 

Girls? David S. Snedden, Ph.D --..32 

A Course of Study in High Schools with Reference to Girls Who Are Not 

Being Trained for a Definite Trade, Martha F. Goddard.... 41 

The Reation of the College Entrance Requirements to the High School 

Course in English, Benjamin A. Heydrick 45 

Preliminary Reports of the Committee on Revision of the Fligh School 

Course of Study, Walter H. Eddy •• S3 

Of The Sub-Committee on Boys' Preparatory Course for Business, 
Alex. L. Pough • 55 

The Sub-Committee on a General Course for Girls, Martha F. Goddard. 59 

The Sub-Committee on Preparatory Course for Girls Entering Business 

orTrades, Henrietta Rodman 63 

Repost of Students' Aid Committee, E. W. Weaver 64 

Report on the Practical Uses of the Study of Biology, Benj. C. Gruenberg. .81 

YEAR BOOK 1909-1910, ARTHUR L. JANES, PRESIDENT. 
Regents' Examinations: Report of Committee on Secondary Schools, Henry 

t" Linville .-•*.. II 

Report of Committee on Increase of High School Accommodations, Clar- 
ence D. Kingsley 17 

Reprt of Committee on Conference with Colleges, Clarence D. Kingsley.. 19 

Report of Students' Aid Committee, Eli H. Weaver 22 

Report of Committee on Revision of the High School Courses of Study, 
Walter H. Eddy 3 2 

YEAR BOOK 1910-1911, ARTHUR L. JANES, PRESIDENT. 

The Constitution of the Association 8 

A Tribute to Martha Freeman Goddard. By Principal John H. Denbigh.. ..11 

Articulation of High School and College. By Clarence D. Kingsley. 13 

Vocational Guidance in the High Schools of New. York City. By E. W. 

Weaver 17 

Report of Committee on Revision of the High School Course of Study, 

Walter H. Eddy _ 26 

Reprt of Committee on Child Welfare Exhibit 106 

Report of Committee on Secondary Education 112 

Report of Committee on Biology Section 128 

BULLETINS ISSUED BY WILLIAM T. MORREY, PRESIDENT. 
BULLETIN NO. 34. 
Communication to Committee on High Schools, Board of Education.... 2 
What Constitutes the Teacher of Superior Merit? Addresses 

Examiner George J. Smith; Supt. Edward L. Stevens; Principals 

Clark, Denbigh, Fairley, Felter, Larkins, McAndrew, Tildsley 4-27 

Teaching of Salesmanship and Advertising, by Dr. Edward J. Clapp. .. .27-31 

Report of Committee on Absence, Charles R. Fay, Chairman 31 

Treasurer's Report 47 

High School Statistics, April 30, 1912 48 

BULLETIN 35- 

President's Report for Year 1911-1912, by William T. Morrey 2- 4 

Directory of Officers and Committees of H. S. T. A., for 1911-1912. . . . 5- 7 

Minutes, May 23, 191 1 to May 4, 1912 7-1S 

Scientific Management and High School Efficiency, by Harrington 

Emerson, Efficiency Engineer 16-23 

What is This School System For? A Re-examination of Educational 

Commonplaces, by Prof. Paul H. Hanus 23-32 

BULLETIN NO. 36. 

Announcement for Dec. 7, 1912 Meetings 33"34 

History Department Meeting, 1911-1912 34 



THE H. S. T. A. BULLETIN 179 

Minutes, Nov. 3, 1912. General Meeting 35 

Administration for Efficiency, an Address by Associate City Superintend- 
ent Edward L. Stevens 35 _ 4° 

The Grade Adviser and High School Efficiency, by Miss H. Elizabeth 

Seelman, Grade Adviser in Girls' High School 40-42 

Method of Testing School Efficiency, Summary of Address by Prof. 
Charles H. Judd, Director of School of Education, University of 

Chicago 4 2 -43 

Report of Chairman of Committee on Scientific Management (Efficiency), 

by Dr. Edward A. Fitzpatrick 45-4^ 

Efficiency in Biology Teaching, a Department under Dr. Tames E. 
Peabody, Head of Department of Biology, Morris High School. 
Abstracts of Papers by Miss Pingrey, Miss Merchant and Mr. Paul 

B. Mann 47 

Pupil Co-operation — Assignments of Room Duties — by Miss Maud E. 

Manfred. Bushwick High School 48 

Report of Cousultation Committee of Sixty, of H. S. T. A., with the 
Harris Committee on General Course Of Study in High School, 

by Clarence D. Kingsley 48-50 

Report of Students' Aid Committee 5 1 

Committee on Conference with the Colleges 51 

Department of Mechanical Art 5 1 

List of H. S. T. A. Members for Sept.. iqii to June, 1912 52-56 

Contents of Year Books, 1008-igog, 1909-1010, 1910-1911 56 

Contente of H. S. T. A. Bulletin 34 56 

BULLETIN 37. 

Efficiency in the Recitation, Superintendent Darwin L. Bardwell 59-67 

Efficiency of the First Assistant, bv Alfred C. Bryan, President of the 

Association of Male First Assistants 68-6q 

Directory of the City High School 70-71 

BULLETIN 38. 

Announcements of Meeting Mav 3, 1913 73~74 

The High School and Moral Efficiency, by Hon. Frank Moss, Assistant 

District Attorney 75-82 

The Status, of the First Assistant, bv Associate Supt. Edward L Stevens 82-85 
Corresoondence about Supplying Copies of Harris Reports to High' 

School Teachers ■ 85 

Minutes, Nov. 27, 1012 — March 25, 1913 85-88 

Extracts from the Constitution 88 

BULLETIN 39- 

Minutes of May 3 Meeting — Constitution 89 

Elocution Teachers' Report 91 

Registers of Hi°h Schools by Terms — February 28, 1913 92 

Report of Dr. Loring; B. Mullen, Treasurer 93 

"High Schools and Moral Efficiency" — An Address by Dr. Wilbur L. 

Hervey, of Board of Examiners 94 

Outside Experience — How it Must be Credited 103 

Growth of the High School Teachers' Association 103 

Summaries and Recommendations of the Hanus Committees — ■ 

Prof. Ballou's Organization and Administration of High Schools .... 104 

Prof. Davis' Course f Study in Hisrh Schools in 

Prof. Thomoson's Commercial High Schools 115 

Need of a New High School in East New York and Brownsville 117 

Directnrv of High Schools in New York City 119 

List nf First Assistants 120 

BULLETIN 40. 

Announcements for Nov. 1, Meeting ■ 121 

Telephone Directory of High Schools 124 

List of First Assistants . . , , 123 



i8o 



THE H. S. T. A. BULLETIN 



CONTENTS OF THIS BULLETIN 41. 

Preliminary Announcements Representatives Meeting • • 125 

President's Biennial Report, by William T. Morrey 125 

Mortality in High Schools, Report of Dr. Henry R. Linville's Committee. . 134 
On Credit for Laboratory Note Bookss, Report of George R. Kingsbury's 

Committee 166 

Minutes of General Meeting November 1, 1913 169 

Committee on Vocational Guidance 169 

Directory of Officers of Association, 1912-1913 170 

List of Members of Association, 1912-1913 171 

List of First Assistants, and Vacancies 176 

Directory of High Schools and Annexes 177 

Contents of Year Books, 1908-1911 178 

Contents of Bulletins 34-41 179 

Prices of Year Books and Bulletins 180 

Number of First Assistants, Teachers, and Pupils in New York Ciity High 

Schools October 31, 1913 180 

[Year'-Books 20c. each, Bulletins 10c. each— Miss Mary J. Bourne, Sec- 
setary Morris High School.] 



HIGH SCHOOL STATISTICS 

First Teachers 
Name Asst. 

M. W. M. W. Ttl. 

"Wash. Irving ... 2 4 26 142 168 

De Witt Clinton. 7 1 115 14 129 

Man. Train 9 o 82 60 142 

Morris 4 2 47 69 116 

Erasmus Hall ... 4 2 49 68 117 

Wadleigh 3 4 15 124 139 

Commerce 8 o 94 94 

Commercial 9 o 104 104 

Eastern Dist. ... 6 1 32 67 99 

Girls 2 5 10 96 106 

Stuyvesant 6 o 97 o 97 

Bushwick 5 o 33 46 79 

Boys 6 o 76 76 

Julia Richman ..20 5 37 42 

Bryant 2 o 10 37 47 

Curtis 4 2 21 27 48 

Bay Ridge 2 1 19 37 56 

Rich. Hill 5 o 16 24 40 

Newtown 1 o 15 27 42 

Evander Childs .00 22 14 36 

Jamaica 6 1 21 22 43 

Flushing 5 o 13 18 31 

Far Rockaway .1 o 6 11 17 



FOR OCTOBER, 1913. 



First 


Term 


Pupils 




Pupils 








Boys 


Girls 


Boys 


Girls 


Total 


1 1 50 






4412 


4412 


954 




3434 




3434 


58i 


566 


1709 


1707 


34i6 


289 


400 


1138 


2017 


3155 


281 


532 


1062 


1978 


3040 




676 




2985 


2985 


850 




2719 




2719 


948 




2700 




2700 


178 


410 


859 


1831 


2690 




686 




2576 


2576 


107 




2565 




2565 


195 


587 


618 


1621 


2239 


689 




2173 




2173 




674 




1568 


1568 


180 


184 


543 


639 


1 182 


167 


204 


475 


647 


1122 


5i 


251 


238 


848 


1086 


156 


259 


371 


713 


1084 


136 


157 


429 


573 


1002 


164 


363 


289 


633 


922 


88 


134 


317 


600 


917 


82 


145 


231 


432 


663 


39 


58 


120 


177 


297 



OFFICIAL BULLETIN 

of the High School Teachers' Association of New York .uuy 
No. 42. DECEMBER 6 1913 



THE SECOND GENERAL MEETING FOR 1913-1914 will be held 

Saturday, December 6, 1913, at the High School of Commerce. 
DEPARTMENT MEETINGS begin at 1.0 A. M. 
Programs of sections given below. 
For more detailed announcements see papers. 
GENERAL MEETING begins at 11.15 A. M. in Auditorium. 
ORDER OF BUSINESS : 
REPORTS OF OFFICERS. 

REPORTS OE CHAIRMEN OE COMMITTEES. 
ADDRESS: "An Outline of the Proposed Activities of the New 
Division of Reference and Research of the Board of Educa- 
tion." 

By Albert Shiels, Director. 
DISCUSSION. 
NEW BUSINESS. 

WILLIAM T. MORREY, President. 
MARY J. BOURNE, Secretary. 

DEPARTMENT MEETINGS, 10 A. M. 
ANCIENT LANGUAGES— Room 534, Dr. Walter E. Foster, Stuyvesant High 

School, Chairman of question: 

No meeting December 6, 1913, but instead there will be a Dinner at 5:30 
P. M., Friday, December 12, 1913, at the Fifth Ave. Restaurant, 24th St. and 
Broadway — One Dollar. 

: Preliminary Report by Dr. W. E. Foster, Chairman of Committee on 
Ancient Languages, of the National Educational Association's Commission on 
the. Re-organization of Secondary Education. 

Discussion of the Policy of the Latin Teacher of New York City. 
Election, of Chairman for 1913-1914. 
BIOLOGY— Room 301. Mr. Edgar Bedford, DeWitt Clinton High School, 

Chairman; Frank Merrill Wheat, DeWitt Clinton H. S., Secretary. 

On the Use of Note Books in High School Biology, Teachers from var- 
ious high schools will discuss the kind and use of note-books in their re- 
spective schools. 

Representative note-books will be exhibited. 
BOOKKEEPING SECTION— Room 303, William R. Hayward, Head of 

Commercial Department, Washington Irving High School, Chairman. 

A Round Table Conference on what should be in the proposed new courses 
of study in Commercial Branches, by the Chairman of Superintendent Meleney's 
Committee and the Committee of the Male High School Teachers' Association. 
DRAWING — Room 302, Eunice F. Faulkner, Eastern District High School, 

Chairman. 

(The regular monthly conference of High School Teachers of Drawing 
will be held Thursday, December 4, 1913. at 4 P. M. in the Auditorium of 
School No. ^9, Manhattan, 228 East 57th St. A conference exhibit of current 
School work at 3:40. Attendance at these conferences is required, pursuant 
to the direction of the City Superintendent James P. Haney, Director of Art 
in H'gh Schools.) 
ELOCUTION— Room 201. Mr Raymond W. Kellogg, Chairman; W. Palmer 

Smith, Stuyvesant High School, Secretary. 

No meeting of Elocution Section, December 6, but there will be a special, 
called meeting in Tanuary, 1914. of which due notice will be given- 
HISTORY AND ECONOMICS— Room 20.S. Mr. Alfred C. Bryan, Head of 

Department of History, High School of Commerce, Chairman. 

An address on the "Correlation of History and Civics," by Prof. Charles 
F. Beard of Columbia University — a live man wired for service. 



1 82 THE H. S. T. A. BULLETIN 

MODERN LANGUAGES— Room 401, Colman Dudley Frank, DeWitt Clin- 
ton High School, Chairman. 

An address on the fusion of Geometry and Algebra, by Mr. Merle L. 
Bishop, Boys' High School. 

What shall be put in the first year of modern language work to make 
it valuable for the pupils who leave High School as well as for the pupils 
who contine? 

Discussion led by the candidate for First Assistant license. 
MATHEMATICS— Room 304, Mr. Edward A Hook, Commercial High 

School. 
PHYSIOGRAPHY— Room 506, Mr. Earl B. Slack, Washington Irving High 

School, Chairman. 

The new Regent's Ruling, abolishing the 20 credits for Laboratory Work 
in Sciences. 

How will it affect us and how can we best prepare for it? 

Discussion opened by Frank L. Bryant, Erasmus Hail High School. 

EXHIBIT— "A New Use for an Old Wall Map," by William T. Mor- 

rey, Head of Department of History, Bushwick High School. 
SHORTHAJMD— Room 216, Mr. William P. O'Ryan, Commercial High School, 

Chairman. 

Changes in the Isaac Pitman System for 1914. General Discussion 
opened by Professor Beygrau, of High School of Commerce. 

Minutes of November 25, 1913 Meeting of Representatives. 

What are the Best Courses of Study for our 
New York City High Schools? 

The Commission of the N. E. A. on the Reorganization of Sec- 
ondary Education, with the Clarence D. Kingsley, Chairman, has al- 
ready organized 11 Committees. This association is well represented. 
Dr. Walter Eugene Foster, of the Stnyvesant High School, is Chair- 
man of Committee on Ancient Languages, and Alexander L. Pugh, 
of High School of Commerce, Chairman of Committee on Business. 
Benjamin A. Heydrick, High School of Commerce, is on Committee 
on English, J. Herbert Low, of Manual Training High School and 
William T. Morrey, of Bushwick High School, on Committee on So- 
cial Studies, including History, Dr. Carl F. Krause, Jamaica High 
School, on Committee on Modern Languages, Miss Florence Willard 
of Washington Irving High School, on Committee on Household 
Arts, Charles B. Howe, of Stuyvesant High School, on Committee 
on Manual Arts, and Sieste B. Koopman, of High School of Com- 
merce on Committee on Business. 

The gentlemen mentioned above are invited to form New York- 
City Committees and to use this Bulletin for the publication of their 
Announcements and Preliminary Reports, if not too extensive. 

The Association and its members stand ready to assist all working 
for the Revision of our High School Courses of Study. 

The best equipment of the various High School Departments is 
a subject always changing, and one in which there should be a 
constant interchange of opinion and of information. 

Mr. Bedford, Chairman of the Biology Section reported that his section 
during the year would take up and discuss Note Books, course of first year 
Biology. Effic ency in Biology Teaching. 

Mr. Hunter, Head of Department of Biology, DeWitt Clinton, said report 
on Standard Equipment has been pigeon-holed at 59th St. A committee has 
been appointed by the Board of Superintendents to investigate the course 
in Biology. 

Miss Skinner, of the Commercial Section reported that a talk was to be 
given by representative of the State Department of Education, on Commer- 
cial Branches in High Schools. 



THE H. S. T. A. BULLETIN 183 

Members for 1913-1914. Most high schools have not reported to date. 
Bay Ridge 30, Bushwick 70, and Morris 5. 

Moved by Mr. JJotey ot De Witt Clinton, that it is the sense of the Board 
of Representatives that eligibility to the High School Teachers' Association 
is limited to teachers and supervisers in the public day high schools of New 
York C.ty and in the high school departments of Normal College and City 
College. Carried. 

Moved by Mr. Dotey: The Secretary be instructed to direct the senior 
representatives to take a vote of the represntativs concerning a change in 
time of meeting from Tuesday to Friday afternoon and report to the President. 
Carried. 

Moved by Mr. Goodman: That when we adjourn we adjourn till Jan. 
13, 1914. Carried. 

Moved by Miss Carr: That a commitee be appointed to request the 
Board of Education, and to suggest to other associations that they request 
the Board, to re-open the schools on Jan. 5, 1914, rather than on Jan. 2, 1914. 
Carried. 

Mr. Dotey was appointed as a committee of one to see Mr. Shiels, to 
request him to address the next general meeting of Dec. 6. 

Adjourned, 5:25. 

F. M. SURREY, Secretary Pro. Tern. 

Materials for Directory. 

Senior Representatives will kindly send at once to the President 
the following information revised to Nov. 30, 1913, or later. 

(1) A Library Card for every teacher, showing: (1) Name 
(last Name first); (2) position; (3) subject; (4) high 
school; (5) home address; (6) telephone. 

(2) Two complete lists of teachers by departments, each de- 

partment on separate sheets of paper. 

(3) An alphabetical list of all teachers in school, ready to go 

to printer. 
Suggestions from all interested will be gladly received on What 
should the High School Directory contain to make it most valuable 
as a Hand Book? 

Please send samples of High School Manuals and Directories to 
the President. 

Discussion of the question : What subjects should be brought to 
the attention of the Teachers' Council? 

Corrections of Lists. 

The Preliminary Lists of H. S. T. A. members to the various 
High Schools were submitted in Galley Proof to the Senior Represen- 
tatives, and the Proofs as revised were inserted in Bulletin 41, 

Flushing High School should have Principal John Holley Clark, 
John Baumeister, WalterBarnwell, Edward C. Wood, Paul T. Jenks, 
Frank H. Miller, Elena P. Nearing, Warren W. Read and Annie Ross 
as members for 1912-1913, a total of 9 instead of 3. 

Bushwick High School's List should have the name of Miss Anna 
, E. Stanton as Member of Board of Representatives. 

Other corrections should be sent to the President. 
NEXT MEETING OF THE BOARD OF REPRESENTATIVES 

will be held Tuesday, Jan. 13, 1914, at the High School of Com- 
merce. 

Chairmen of Sections and Chairmen of Committees are expected 
to be presen to outline their plans of work for the year. 

Senior Representatives are expected to report on the membership 
of their schools. Dues for 1913-1914 should be paid. 



1 84 THE H. S. T. A. BULLETIN 

OFFICERS, 1913-1914. 

PRESIDENT— William T. Morrey, Bushwick High School. ' 
VICE-PRESIDENT— Miss Jessie H. Bingham, DeWitt Clinton High School. 
SECRETARY— Miss Mary J. Bourne, of Morris High School. 
TREASURER— Dr. Loring B. Mullen, Girls' High School. 

ADDITIONAL MEMBERS OF EXECUTIVE COMMITTEE— 

Mr. Aaron L. Dotey, De Witt Clinton High School. 
Miss H. Elizabeth Seelman, Girls' High School. 
Mr. Alexander L. Pugh, High School of Commerce. 

REPRESENTATIVES IN HIGH SCHOOL TEACHERS' ASSOCIATION 

1913-1914- 
* Senior Representatives 



BAY RIDGE— *Emberspn E. Proper 

Mabel R. Benway 

Emil Gluck 
BOYS'— *Charles E. Overholser 

Francis T. Hughes 

Frederick B. Jones 

S. Ridley Parker 

Alfred A.'Tansk 
BRYANT— *FIarry K. Munro 

Margaret C. Byrne 
BUSHWICK— *George M. Falion 

Mary E. Green 

Anna A. Stanton 

Grace Helene Miller (Annex 129) 

Nathan Leibowitz 

Louise Smith (Annex 75) 

Arthur Goodman 
COMMERCIAL— *Harry M. Love 

Edwin A. Bolger 

George W. Harman 

Benjamin C. Gruenberg 

COMMERCE— *Julius Blume 

Horace G. Healey 

Alfred H. Lewis 

Alexander L. Pugh 

George H. Van Tuyl 

William S. Schlauch 
CURTIS— *Mabel G. Burdick 

Philip R. Dean 
DE WITT CLINTON— *Aaron I. 
Dotey 

Edgar A. Bedford 

Edmund W. Foote 

George W. Hunter 

Oscar W. Anthony 

Ellen E. Garrigues 

Fayette E. Moyer 

Charles E. Timmerman 

Jesse E. Whitsit 

Harry B. Pen-hollow 
EASERN DISTRICT— *Elizabeth R. 
Hoy . 

Edith M. Brace 

Agnes M. Houghron 

Frederick H Paine 

Charles D : xon 

Frank P. Baltz 
EVANDER CHTLDS- 



ERASMUS HALL— *Prestoti C. 
Farrar 
George E. Boynton 
Alice C Howe 
Edith M. Everett 

FAR ROCKAWAY— *Elme ■ M. Van 
Dusen 
Emily M. Jennison 
FLUSHING— *Annie Ross 
GIRLS'— *Loring B. Mullen 

H. Elizabeth Seelman 
JAMAICA— *Ed-.vin J. McNamara 
Christine Busher 
Roscoe A. Grant 
JULIA RICHMAN— (Not organized 
MANUAL TRAINING— *A. Latham 
Baker (Johnson St. Annex) 
Eleanor R. Baker (Main Bldg.. yth 

Ave.) 
Marion Hackedorn 
Mary A. Hall 
Charles Perrine (Prospect Ave 

Annex) 
M. Helen Smith 
MORRIS— *Agnes Carr • 
Harriet L Constantine 
Fred C. White 
Clara M. Burt 
Sonford L. Cutler 
Frank M. Surrey 
NEWTOWN— *George H. Kingsbury 

Alexander H. Zerban 
RICHMOND HILL— *William E. 
Stilson 
Gertrude M. Leete 
STUYVESANT— *Tohn Messenger. 
Jr. 
T. Harry Knox 
Joseph L Beha 
Stanley A. Gage 
Charles F. Moors 

(L : st uncertain) 
WADLEIGH— *William W. Clen- 
denin 
Helen E. Bacon 
WASHINGTON IRVING— ♦Eliza- 
beth A. Roche 
Marv C. Craig 
E. Mabel Skinner 



OFFICIAL BULLETIN 

of the High School Teacher's Association of New York City 



No. 43 MARCH 7 1914 



THE THIRD GENERAL MEETING FORI 1913-1914 will be held 
SATURDAY, March 7, at the High School of Commerce. 

DEPARTMENT MEETINGS begin at 10 A. M. 

Programs of sections given below. 

For more detailed announcements see papers. 
GENERAL MEETING begins at 11.15 A. M. in Auditorium. 

ORDER OF BUSINESS : 

REPORT OF OFFICERS. 

REPORTS OF CHAIRMEN OF COMMITTEES. 

DISCUSSION: The Efficiency of FACTORY METHODS IN 
EDUCATION as exemplified in the DOUBLE AND 
TRIPLE SESSIONS OF OUR LARGE HIGH SCHOOLS. 

DISCUSSION to be opened by Principals, who feel strongly and 
who can express themselves vigorously. 

This topic comes very naturally after our nine previous studies 
in the Application, to High School Problems, of the Principles of 
Scientific Management, first enunciated in the industrial world : 

1) Statement of the Principles by Harrington Emerson, Effi- 
ciency Engineer. 

Purpose of the School System by Prof. Hanus of Harvard. 
Efficiency in Administration by representatives of the super- 
intendents, principals, first assistants and grade advisers. 
Efficiency in Type of High School by Mr. Frederick H. Paine 
and Mr. Clarence D. Kingsley. 

5) Efficiency in Recitation by Superintendent Bardwell. 

6) Department Efficiency by Mlessrs. Alfred C. Bryan, Daniel 
D. Feldman and Arthur M. Wolf son. 

7) How to Test Pupils by Prof. Judd, of Chicago* University. 
The Efficient Teacher — "Superior Merit" from the point 01 
view of the Examiners and Principals. 

9) Moral Efficiency by Hon. Frank Moss. 

Those desiring to speak should send the President a very 
brief outline of points, they desire to make, so that the order of 
speaking will best bring out both the advantages and the dis- 
advantages of the system. 

WLLIAM T. MORREY, President. 
MARY J. BOURNE, Secretary. 

DEPARTMENT MEETINGS, 10 A. M. 

ANCIENT LANGUAGES— Room 534, Dr. Walter E. Foster, Stuyvesant 

High- School, Chairman. 

"How to Acquire a Latin Vocabulary." 
BIOLOGY— Room 301. Mr. Edgar Bedford, DeWitt Clinton High School, 

Chairman; Frank Merrill Wheat, DeWitt Clinton H. S., Secretary. 

The proposed changes in the Biology Syllables for New York City High 
Schools. Quesion of sex education. 

Discussion opened by Dr. George W. Hunter, Head of Department of 
Biology, De Witt Clinton High School. 



186 THE H. S. T. A. BULLETIN 

BOOKKEEPING SECTION— Room 303, William R. Hayward, Head of 

Commercial Department, Washington Irving High School, Chairman. 

New York State Inspector of Commercial Branches, W. E. Bartholomew, 
will address the Section on: "Recent Criticisms of Commercial Education 
in the High Schools." General discussion. 
DOMESTIC SCIENCE AND ART— Room 302, Miss Margaret Loring Dike, 

Chairman, Pro Tem. 

Topic for Discussion: "The Course of Study in Domestic Science and 
Art." 
ELOCUTION— Room 201, Mr. Raymond W. Kellogg, Chairman; W. Palmer 

Smith, Stuyvesant High School, Secretary. 

An Address by Miss Lucy Allen, Head of the Department of English, 
New York Training School. Topic: 

"Oral Deficiencies of Training School Candidates." 
HISTORY AND ECONOMICS— Room 203, Mr. Alfred C Bryan, Head of 

Department of History, High School Of Commerce, Chairman. 

Constructive Discussion of the New York State Modern History Course 
(Terms III and IV in particular). 

D.scussion opened by Miss Antoinette Lawrence, Head of Department of 
History in Jamaica High School; followed by Mr. Wm. W. Rogers of Boys' 

NOTE. — A revision has been decided upon. Every teacher doubtlss has 
suggestions of value. Bring your History Syllables and come prepared to 
discuss. 

How can we inspire honesty and patriotism while teaching Recent History 
of the Treaty Obligations of the Un.ted States? 

Question stated by Mr. William T. Morrey, Head of Department of History, 
Bushwick High School. 
MATHEMATICS— Room 304, Mr. Edward A. Hook, Commercial High 

The New Course of Commercial Algebra in the High School of Commerce. 

A brief introductory talk by Mr. John D. Minnick of the High School of 
Commerce. 

Discussion opened by Mr. Wm. S. Schlauch of the High School of Com- 
merce. 

A large attendance is urged, because the paper will be of unusual interest, 
espcially to those who would like to see mathematics made more practical. 
MODERN LANGUAGES— Room 401, Colman Dudley Frank, DeWitt Clinton 

High School, Chairman. Mary C. Hall, Evander Childs, Secretary. 

The Chairman considers himself rarely privileged in being able to present 
to the Modern Language teachers Mary Stone Bruce, recently of Boston, author 
of the Grammaire Raisonnee, Lectures Faciles and other books, who will talk 
on "The Yersin Method." Miss Bruce is one of the foremost teachers of 
French in America to-day and the Yersin Method one of the livest methods 
in use in Modern Language teaching- Miss Clio M. Chilcott of the Washington 
Irving High School, will lead the discussion. 
PHYSIOGRAPHY— Room 506, Mr. Earl B. Slack, Washington Irving High 

School, Chairman. 

"Suggestions for Laboratory Work in the Physiography of the Lands." 

Lecture, with Lantern, by Prof. Douglas W. Johnson, of Columbia Uni- 
versity. 
SHORTHAND— Room 216, Mr. William P. O'Ryan, Commercial High School, 

Chairman. 

Round Table Discussions: 

Efficiency Problems and Devices. 

Proposed Commercial Course for General High Schools. 

Minutes of October 28, 1913, Meeting of Representatives. 

The meeting of the Board of Representatives of the High Shoolc Teachers' 
Association was held October 28 at the High School of Commerce. Mr. Mor- 
rey called the meeting to order at 4:10. The reading of the minutes was 
omitted. The treasurer reported as follows: balance (1912-1913) $605.27, dues 
(1912-1913) $113-00, dues (1913-1914) $89.00, expenses $206.90, leaving a balance 
to date of $600.37. 

The President reported that he had been engaged in issuing the Novem- 
ber Bulletin and in planning a H. S. T. A. Directory which should be of great 



THE H. S. T. A. BULLETIN 187 

service to all interested in New York City High Schools. He expressed his 
indebtedness to various members of the Association who had assisted him by 
helpful suggestions in regard to the general meetings; he also stated that 
reports of committees would appear in the next bulletin. 

The election of delegates to the Teachers' Advisory Council was fully 
discussed, especially the question of the method of nomination. It was voted 
that nominations be made from the floor. 

On motion of Mr. White of Morris, the board voted that the President be 
empowered to appoint such committees as he sees fit and also to remove from 
committees such members as may seem inefficient. 

The meeting was adjourned. MARY J. BOURNE, Secretary. 

What are the Best Courses of Study? 

The Commission of the M E. A. on the Reorganization of Sec- 
ondary Education, with the Clarence D. Kingsley, Chairman, has al- 
ready organized 11 Committees. This association is well represented. 
Dr. Walter Eugene Foster, of the Stuyvesant High School, is Chair- 
man of Committee on Ancient Languages, and Alexander L, Pugh, 
of High School of Commerce, Chairman of Committee on Business. 
Benjamin A. Heydrick, High School of Commerce, is on Committee 
on English, J. Herbert Low, of Manual Training High School and 
William T. Morrey, of Bushwick High School, on Committee on So- 
cial Studies, including History, Dr. Carl F. Kraus, Jamaica High 
School, on Committee on Modern Languages, Miss Florence Willard 
of Washington Irving High School, on Committee on Household 
Arts, Charles B. Howe, of Stuyvesant High School, on Committee 
on Manual Arts, and Sieste B. Koopman, of High School of Com- 
merce on Committee on Business. 

The gentlemen mentioned above are invited to form New York 
City Committees and to use this Bulletin for the publication of their 
Announcements and Preliminary Reports, if not too extensive. 

Materials for Directory. 

Senior Representatives will kindly send at once to the President 

(1) A Library Card for every teacher, showing: (1) Name 

(last Name first). (2) position; (3) subject; (4) high 
school ; (5) home address ; (6) telephone. 

(2) Two- complete lists of teachers by departments, each de- 

partment on separate sheets of paper. 

(3) An alphabetical list of all teachers in school. 
Suggestions from all interested will be gladly received on What 

should the High School Directory contain to make it most valuable 
as a Hand book? Please send samples of High School Manuals and 
Directories to the President. 

For Teachers of English. 

The Association of High School Teachers of English, of New York City, 
Charles S. Hartwell, President, w'll hold an adjourned meeting on Saturday, 
March 14, 1914, at 10.30 A. M., in Room 601, Washington Irving High School, 
to consider the following committee reports: 

1. On the Articulation of High School and Training School English; 

2. Ethics in Recitation; 

3. Oral Enghsh; 

and to discuss them and the two reports of the last meeting on: 

4- The Articulat'on of Elementary and High School English; 
5. Department Pedagogy. 



THE H. S. T. A. BULLETIN 



OFFICERS, 1913-1914- 
PRESIDENT— William T. Morrey, Bushwick High School. 
VICE-PRESIDENT— Miss Jessie H. Bingham, DeWitt Clinton High School- 
SECRETARY— Miss Mary J. Bourne, of Morris High School. 
TREASURER— Dr. Loring B. Mullen, Girls' High School. 
ADDITIONAL MEMBERS OF EXECUTIVE COMMITTEE— 
Mr. Aaron I. Dorey, DeWitt Clinton High School. 
Miss H. Elizabeth Seelman, Girls' High School. 
Mr- Alexander L. Pugh, High School of Commerce. 
REPRESENTATIVES IN HIGH SCFIOOL TEACFIERS' ASSOCIATION 

1913-1914. 

* Senior Representatives 

BAY RIDGE— *Emberson E. Proper ERASMUS HALL — *Preston C. 



Mabel R. Benway 

Emil Gluck 
BOYS'— *Charles E. Overholser 

Francis T. Hughes 

Frederick B. Jones 

S. Ridley Parker 

Alfred A. Tansk 
BRYANT— *Harry K. Munro 

Margaret C. Byrne 
BUSHWICK— *George M. Falion 

Mary E. Green 

Anna E. Stanton 

Grace Helene Miller (Annex 129) 

Nathan Leibowitz 

Louise Smith (Annex 75) 

Arthur Goodman 
COMMERCIAL— *Harry M. Love 

Edwin A. Bolger 

George W. Harman 

Benjamin C. Gruenberg 
COMMERCE— *Julius Blume 

Horace G. Healey 

Alfred H. Lewis 

Alexander L. Pugh 

George H. Van Tuyl 

William S. Schlauch 
CURTIS— *Mabel G. Burdick 

Philip R. Dean 
DE WITT CLINTON— *Aaron I. 
Dotey 

Edgar A. Bedford 

Edmund W. Foote 

George W. Hunter 

Oscar W. Anthony 

Ellen E. Garrigues 

Fayette E. Moyer 

Charles E. Timmerman 

Jesse E. Whitsit 

Harry B. Penhollow 
EASTERN DISTRICT— ^Elizabeth 
R. Hoy 

Edith M. Brace 

Agnes M. Loughran 

Frederick H. Paine 

Charles Dixon 

Frank P. Baltz 
EVANDER CHILDS— *M. W. Gred- 
itser 

Clayton G. Durfee 

Louis B. Cohn 



Farrar 

George E. Boynton 

Alice C. Howe 

Edith M. Everett 
FAR ROCKAWAY— *Elme M. Van 
Dusen 

Emily M. Jennison 
FLUSHING— *Annie Ross 
GIRLS'— *Loring B. Mullen 

H. Elizabeth Seelman 
JAMAICA — *Edward McNamara 

Christiana Busbee 

Josephine D. Wilkin 

Roscoe A. Grant 
JULIA RICHMAN— David L.Arnold 
MANUAL TRAINING— *A. Latham 
Baker (Johnson St. Annex) 

Eleanor R. Baker (Main Bldg., 7th 
Ave.) 

Marion Hackedorn , 

Mary A. Hall 

Charles Perrine (Prospect Ave- 
Annex) 

M. Helen Smith 
MORRIS— *Agnes Carr 

Harriet L. Constantine 

Fred C. White 

Clara M. Burt 

Sanford L. Cutler 

Frank M. Surrey 
NEWTOWN— *George H. Kingsbury 

Alexander H. Zerban 
RICHMOND HILL— *William E. 
Stilson 

Gertrude M. Leete 
STUYVESANT— *John Messenger, 
Jr. 

Beha, Joseph L. 

Bruce, Murray 

Gage, Stanley A. 

Hein, Henry E. 

Goldberger, Henry H. 

Knox, T. Harry 

Wyman, Wm. T. 
WADLEIGH— *William W- Clen- 
denin 

Helen E. Bacon 
WASHINGTON IRVING— ^Eliza- 
beth A. Roche 

Mary C. Craig 

E. Mabel Skinner 



THE H. S. T. A. BULLETIN ^ 189 



OFFICIAL BULLETIN 

of the High School Teacher's Association of New York City 
No. 44. MAY 2. 19.14- 



THE FOURTH GENERAL MEETING FOR 1013-1914 will be held 
SATURDAY, May 2, at the High School of Commerce. 

DEPARTMENT MEETINGS begin at 10 A. M. 
Program of sections. 

ELECTION OF OFFICERS FOR 1914-1915- 
For more detailed announcements see papers. 
GENERAL MEETING begins at 11.15 A. M. in Auditorium. 
ORDER OF BUSINESS: 
REPORT OF OFFICERS. 

REPORTS OF CHAIRMEN OF COMMITTEES 
ELECTION OF OFFICERS FOR 1914-1915. 

NEXT MEETING OF THE BOARD OF REPRESENTATIVES 

will be held Tuesday, April 28; at the High School of Commerce. 

WLLIAM T. MORREY, President. 
MARY J. BOURNE, Secretary. 

DEPARTMENT MEETINGS, 10 A. M. 

ANCIENT LANGUAGES^Room 534, Dr. Walter E. Foster, Stuyvesant 

High School, Chairman. 
BIOLOGY — Room 301. Mr. Edgar Bedford, Stuyvesant High School, 

Chairman; Frank Merrill Wheat, DeWitt Clinton H. S., Secretary. 

Civic Biology — In a Girls' High School, Dr. Elsie M. Kupfer Wadleigh 
High School. 

Civic Biology in a Boys' High School, Dr. George W. Hunter, De Witt 
Clinton High School. 
BOOKKEEPING SECTION— Room 303, William R. Hayward, Head of 

Commerc'al Department. Washington Irving High School, Chairman. 
DOMESTIC SCIENCE AND ART— Room 302, Miss Margaret Loring Dike, 

Chairman, Pro Tern. 

Topic for Discussion: "The Course of Study in Domestic Science and 
Art." 
ELOCUTION — Room 201. Mr. Raymond W. Kellogg, Chairman; W. Palmer 

Smith, Stuyvesant High School, Secretary. 

Election of officers and Brief Reports. 
HISTORY AND ECONOMICS— Room 203, Mr." Alfred C Bryan, Head of 

Department of History, High School of Commerce. Chairman. 
MATHEMATICS— Room 304. Mr. Edward A. Hook, Commercial H"gh 

"The Report of the Committee on High School Mathematics L : braries." 
Mr. Elmer Schuyler Bay Ridge High School, chairman of the committee 
wdl be the principle speaker. The o':her members of the committee, Miss 
Jessie Beach, of Curtis; Mr. Merle Bishop of Boy's; Miss Louise Hazen, of 
Morris; Mr. D. C. Mac Lane, of Erasmus; will speak on the special phases 
of the work which they have followed up. 

A. large attendance is urged, because the paper will be of unusual interest, 
MODERN LANGUAGES— Room 401, Colman Dudley Frank, DeWitt Clinton 



igo THE H. S. T. A. BULLETIN 

High School, Chairman. Mary C. Hall, Evander Childs, Secretary. 
PHYSIOGRAPHY— Room 506, Mr. Earl B. Slack, Washington Irving High 

School, Chairman. 
SHORTHAND— Room 216, Mr. William P. O'Ryan, Commercial High School, 

Chairman. 

CONTENTS OF THIS BULLETIN NO. 44. 

Double and Triple Sessions 190 

Discussion by Principal Rollins 191 

Principal Denbigh's Article 192 

Mr. Gruenberg's Article 235 

Mr, HartwelPs Remedy 194 

Mr. Avent's Article 194 

Director Shields's Address on Reference and Research 196 

Commercial Education, State Inspector Bartholomew.! 200 

Latin, German, and French in High Schools, by Aaron I. Dotey 209 

In Memorian — Edward L. Stevens 224 

James J- Sheppard 226 

Treaty Obligations of United States to Colombia, Panama and Great 

Britain, by William T. Morrey 232 

GENERAL MEETING, MARCH 7, 1914. 

The meeting was called to order at 11.30 with the President in the chair. 
The minute of the last meeting were read and approved. The treasurer re- 
ported as follows: Total receipts $1423.06, expenses $488.72, balance $934.34- 

Mr. Frederick H. Payne, Eastern District High School, reported for the 
pensios committee. 

Dr. Tildsley. for the special cammittee, reported tsat he had presented 
at the hearing on pensions the desires of the Association as previously ex- 
pressed- 

The President briefly outlined the topic for the general meeting which 
was: The Efficiency of Factory Methods in Education as exemplified in the 
Double and Triple Sessions of our large High Schools. 

Dr. Larkins, Manual Training High School, stated his experience in try- 
ing to adjust the enlarged school to the double and triple sessions plan. He 
said that is was like a game of checkers: "You can put more checkers on 
the board but it spoils the game." He showed the various methods which 
had been employed to dispose of the additional school population but espe- 
cially dwelt on the results of the double or triple session plan on the child, 
the teacher and the school plant. He summarized the results under two heads 
of confussion and irresponsibility — there is confusion inattention, lost time 
and inefficiency. The school plant suffers — partically the laboratories. Pupils 
are deprived of study periods and teachers of the opportunity to teach how 
to study- After-school activities must be suspended. 

Dr. Tildsley, De Witt Cl : nton High School, submitted a report compiled 
by Mr. Deubigh of Morris 1 High School, which was published in the Brooklyn 
Eagle under date of March 5, 1914 and which Dr. Tildsley considered the 
ablest ever published on this subject. 

Dr. Fildsley then reviewed the financial aspest of the question, illustrating 
his conclusions by statistics compiled in his own school. His conclusions were: 
That there is no actual saving of money by the double session plan; that the 
life of the high school is demoralized; that the actual "mortab'ty" is higher 
in a double session high school; that boys need more hours with a teacher 
rather than less, for purposes of character formation; that a larger provis : on 
at his school for contactt with the teacher has resulted in a marked decrease 
in the percentage of failures. 

Dr. Sullivan Boys' High School, emphasized the fact that part time solu- 
tion of over-crowded conditions only deceives the public into thinking that 
there is a financial gain thereby. 

Dr. Rollins, Bushwick High School, emphasized _ the following points: 
The deterioration of the plant under the double session plan is more than 
doubled; the checking of truancy is almost impossible; the establishment of 



THE H, S. T. A. BULLETIN 191 

many continuation schools would reduce the number entering- high schools, 
thus leaving place for those who have proved their capacity for such work. / 
and at the same time providing satisfactorily for those who do not really eare 
for High School. 

Dr. Greenberg showed graphically the changing efficiency of the in- 
dividual at certain times of the day especially at night. 

On motion of Mr. B. A. Heydrick High School of Commerce, the follow- 
ing resolution was adopted (two dissenting votes) : 

RESOLVED, That the H. S. T. A. after full discussion of the matter, 
places itself upon record as strongly opposed to the plan of double and triple 
sessions for high schools. 

RESOLVED, Further, that a committee consisting of Dr. Tildsley, Mr. 
Denbigh and Dr. Larkin, be appointed to represent this association before 
the Board of Education and the Board of Estimate in presenting our views 
in opposition to this plan. 

On motion the meeting was adjourned at 1.30. 

MARY J. BOURNE, Secretary. 



DISCUSSION BY PRINCIPAL ROLLINS OF BUSHWICK 

HIGH SCHOOL. 

Principal Tildsley has concluded that the City would save only 
five hundred dollars per year by holding double sessions in the De; 
Witt Clinton High School over and above the cost of maintaiuing 
another plant of equal value ; but in his estimates he has neglected 
the extra wear and tear of a plant used by double shifts of teachers, 
and students with the accompany'ng difficulty in fixing responsibility 
for damage to building and equipment and the difficulty and extra 
expense involved in cleaning, renovating and repairing a building used 
on double time. These items of expense and loss would alone offset 
his small balance left in favor o fdouble sessions. 

The advocates of double sess : ons seem wholly to iignore the ef- 
fect of double sessions on the enforcement of the compulsory education 
law and the great problem of truancy. When all children are required 
to attend school from nine in the morning till half past two or three 
o'clock in the afternoon. It is easy enough for alert and industrious 
attendance officers to keep the streets and vacant lots clear of child- 
ren who ought to be in school ; but under the double or triple session 
plan, any child in the streets at any hour may baffle the attendance 
officer with the statement that he is on part time and is due in school 
only at a later or an earlier hour. 

The main argument for double sessions is based on the inability 
of the City to ra : se funds to btrld new schools ; but if some way can 
be found to check the wanton squandering of the people's money on 
useless and inefficient commissions and on the tribute levied by modern 
robber barons of polit : cs on the construction of highwavs, canals and 
other public works, there will be money enough for all the schools 
that are needed in the entire State. 

So far as high schools are concerned, the demand will be materially 
reduced when the city provides for each gaduate of the elementary 
schools the means of education suited to his ability and his prospective 
work. At present almost the only opportunity for education bevond 
the elementary grades must be sought in the high schools. Other 
opportunities for genuine continuation work should be provided near 



192 THE H. S. T. A. BULLETIN 

the homes of the children for those whose limitations of mental capa- 
city for book-learning- or of financial ability render the completion 
of a four years high school course impracticable. If the present 
method of throwing the ent're output of the elementary schools into 
the high schools without much regard to ability, attainments, or 
plans for the future, could be replaced by a more' rational and dis- 
criminating provision for continued education; the problem of con- 
gestion in high schools would disappear. 

Thus far in the discussion to-day I have heard no mention of the 
extra cost involved in repeating studies and grades in part-time high 
schools. An experience of several years w : th part-time classes has 
proved to me that the number of students who fail and have to be; 
taught over again in the same grade is much larger in part-timei 
classes than in regular classes. Every additional failure means an 
extra expense to he City for instruction, books, supplies, fuel, and 
service. If the extra cost to the City for these items of expense were 
the worst result of part-time instruction, the people nrght endure it 
patiently; but when part-time involves the waste of thelife and time 
of large numbers of children, the taxpaying parents of these children 
will sooner or later detect and resent any attempt to substitute for 
normal, full-t : me education some other device however conspicuously 
labeled "JUST-AS-GOOD." 

Great credit is due to the Board of Education and to Superin- 
tendents for restricting the part-time evil to a minimum and for the 
ingenious plans that have been dev'sed for mitigating the serious and 
deplorable consequences of part-time. Surely it goes without saying 
that every high school in the City will do its utmost to make the best; 
of part-time sessions so long as they must be endured; but from the' 
duscussion of the morning it also seems evident that the Irgh schools 
will throw their undivided influence on the side of full t ; me for everv 
studentt where full time is possible. 

FACTORY METHODS IN THE school; whether it is called "part- 

HIGH SCHOOL. time" or by any other name. It is bad 

in an elementary school after the first 

Dr. Denbigh Points Out Some of the two or three years; it is much worse 
Evils of Part-Time System. in a high school by whomsoever con- 
Brooklyn Daily Eagle of March 5, 1914 ducted. 

All the high school principals of the Dr. John H. Denbigh, principal of 
City of New York, save one, are op- the Morris High School, who has had 
posed to what is well-styled as "Fac- experience with part-time, in a report 
tory Education." This is the subject on Professor Ballou's report, which 
which is to be discussed by the High has never been published, said of part- 
School Teachers Association on Satur- time (and "part-time" means factory 
day morning at the High School of methods of schoolkeeping) : 
Commerce. Not only are the princi- "In actual practice the course offered 
pals opposed to "Factory Education,'' to students in these extended sessions 
but the teachers are as much opposed or 'part-time' has not been curtailed 
to it as are they. Two-part time in the number of subjects taken or in 
or three-part time is an abomination, the number of recitations required in 
whether in high school or elementary each subject, but the students have 



THE H, S. T. A. BULLETIN 



193 



been deprived of study periods in 
school, and so have lost an opportun- 
ity to acquire the habit of concentrated 
study, the most valuable habit the 
school might under other more fav- 
orable conditions, develop. Students 
in these extended sessions either be- 
gin work earlier than 9 a. m., and are 
dismissed before the hour of 2:30 p. m., 
or else they assemble later than 9 a. m., 
and are dismissed, correspondingly 
later than 2:30 p. m. — sometimes as 
late as 4:45 p. m., or even 5:15 p. m. 

"Any comment on this subject would 
be incomplete if it did not touch briefly 
upon the evils of 'part-time' for ado- 
lescent students. Your committee is 
unanimously of the opinion that these 
evils militate so seriously against real 
efficiency in education, that they con- 
sider that the perpetuance of 'part- 
time' far from being an economical 
method of administration by which 
school buildings may be made to yield 
a larger return upon their original 
cost, is in reality most extravagant 
and wasteful since it is a most serious 
detriment both to work and character 
of students at the most critical period 
of habit formation. 
How Part-Time Affects the Students. 
"To prove this point your committee 
invites attention to the following dis- 
advantages under which studtents of 
'part-time' sessions labor: 

"1. They miss the best hours — the 
morning hours — for school recitation. 
"2. They are deprived of study pe- 
riods in school and so lose the most 
valuable opportunity to form, right 
habits of study. 

"3. They lose the additional help 
that weak students should receive after 
the close of the day. 

"4. Detention for disciplinary rea- 
sons is not possible. 

"5. Th'ey must return to' their 
homes on crowded cars. 

"6. They are deprived of all natural 
playtime, excluded from all social life 
of the school and cannot take part in 
or witness school games. 

"7. They are disinclined to begin 



preparation for the next day's work 
in the evening, and but few of them 
have sufficient determination to make 
proper use of the morning hours for 
this purpose. Even if they do pre- 
pare in th'e morning, the day is broken ' 
only by their trip to school and is too 
long for young students. 

"8. Those who waste the morning 
hours acquire indolent habits, lose in 
power of concentration and fail in their 
work. 

"9. Many of the more ambitious 
students take up outside work which 
distracts them from their school work; 
e. g., the girls take music lessons or 
the boys run errands for storekeepers 
and. very often drop out of school when 
a position for the whole day is offered 
to them. 

"10. Instead of meeting an official 
class teacher twice a day — at the be- 
ginning and close of school — they meet 
him but once and then only for recita- 
tion. This induces a lack of a feeling 
of responsibility to some one person 
and is most harmful. 
How Part-Time Affects the School. 
"In addition to the many disadvan- 
tages under which the individual 'part- 
time' student works, there are disad- 
vantages just as serious to the school 
as a whole. Some of these are: 

"1. The coming and going of large 

groups of students at different times. 

"2. The overcrowding of music and 

physical training classes to provide 

empty classrooms for other subjects. 

"3. The provision of double lunch 
periods and the consequent necessity 
for keeping silence in one part of the 
building while another has recess. 

"4. In the case of early sessions 
keeping one portion of the building 
quiet while students of the 9 o'clock 
group are arriving. 

"5. When there are more classes 
than classrooms, some classes must 
be dismissed from different rooms 
from those in which they assemble; 
e. g., to permit of recitations going 
on after 2:30 p. m., the classes usually 
assembling in the morning, at 9 



194 THE H. S. T. A. BULLETIN 

o'clock, in those recitation rooms.. hour the students of the early session, 
must be dismissed at 2:30 p. m. from and before a certain hour the students 

some other place, probably the audi- c .. c . 

J of the afternoon session, are not in 

torium." 

"6. Afternoon teachers cannot at- sch ° o1 ' frequently complicates the 

tend the regular faculty or depart- issue of orders that should reach the 

mental meetings. whole school at the end or at the 

"7. The fact that after a certain beginning of a day." 

ONE PROPOSED REMEDY. 
HIGH SCHOOLS FOR FIRST YEAR PUPILS. 

School Editor of The Globe: Thursday, March 19, 1914- 

Sir — Is not the time opportune for The Globe to emphasize again, as it 
has so often in years past, the importance of the precademic or intermediate 
school, or what I prefer to call the junior high school? 

This is a vastly better solution than placing high schools on double 
sessions. I do not agree with The Globe in its strictures on five prominent 
principals who had the courage of their convictions in stating plainly their 
protest against part time and double sessions. Factory education is an evil 
of tremendous proportions, and you will find the overwhelming sentiment of 
those in the system who do the work is with those principals and not against 
them- 

While I venture to offend The Globe and prevent the publication of this 
letter by the above, I wish to express my admiration for the principal who 
has these double sessions and manages them so well. He has taken the task 
given him and shown masterly skill in meeting its problems, but he is killing 
himself in the effort and his teachers are wearing out very fast. Only the 
strongest teachers can endure the strain of his system and follow his example. 
It is one thing to acknowledge his courage and ability. It is another to 
advocate placing the other high schools in the same predicament. 

I believe the Board of Education and the Board of Superintendents both 
are doing grand work in meeting the crisis before us. But the great help 
needed is to come from the Board of Estimate, which should without delay 
furnish money to place plain, ample junior high school buildings in every 
crowded section on sites already acquired, and I am willing that no more 
high school orsrans should be out in until the junior high school is a fact. 
CHARLES S. HARTWELL. Brooklyn, N. Y., March 18. 

MINUTES OF DECEMBER 6, igi3, GENERAL MEETING. 
A regular meeting of the Association was held in the H. S. of Commerce, 
Saturday, December 6, 1913. 
147 members present. 

The meeting was called to order at 11.15 A. M. by the President, William 
T. Morrey. 

In the absence of the Secretary, Miss Lowd, of Washington, Irving H. S. 
was appointed Secretary pro tern. 

Minutes of the last meeting were read and approved. 

VOTED, on motion of Mr. Dotey, to suspend order of business, as de- 
signated, in order that discussion of pension legislation might precede other 
business. 

VOTED, that a committee of three, to represent the Association at the 
hearing on pension legislation, be elected by the Association. 
Informal discussion was permitted on: 

a. Conditions of retirement. d. Permanent fund. 

b. Per cent, of tax. e. Guaranty of funds. 
c Per cent, of tax. f. State responsibility. 

Opinion expressed that the present 1 per cent, tax remain, if necessary, 
and that the City make good any deficit by a mandatory appropriation by the 
Board of Esimate. 

Mr. Dotey felt that the fund should not be increased by a tax on sick 
teachers. 

MR. MONTE'S pension was not primarily mutual benefit associat : on. not 
support of teachers in'old age, in interest of the system based on principle of 



THE H, S. T. A. BULLETIN 195 

terms of office. Business of City to get rid of inefficient. May do it by pen- 
sioning teachers. 

MR. TILDSLEY: Pensions for benefit of the system, not of the indi- 
vidual. Purpose of pension should be: 

1. To get rid of the infficient. 

2. To improve the system. 

Unsound to create fund by contributions. Same per cent, and half pay 
for all. Submit to 1 per cent, because it is established, and let the Board of 
Estimate do the rest. 

MR. HARTWELL: Fire and Police budget 10 per cent, of excise tax to 
5 per cent, allowed teachers' pension fund. 

VOTED, on motion, to suspend business under discussions to listen to the 
speaker of the day, Supt. Albert Shiels. 

The subject of Mr. Shiels' address was the new Bureau of Reference and 
Research recently established by the Board of Education, with Mr. Shiels as 
Director. 

As Mr. Shiels left immediately it was voted to waive "discussion" of the 
address. The Association moved a vote of thanks to Mr. Shiels for his inter- 
esting address. 

Nominations for delegates to hearing: Messrs. Sanford L. Cutter, of 
Morris; Schlanch, of H. S. Commerce; Dotey, of Clinton (withdrew); Charles 
R. Tracy, of Erasmus; F. Z. Lewis, of Boys' High. 

The business of nominating delegates was continued. Name of Dr. John 
L. Tildsley, De Witt Clinton, and Dr. Linville, of Jamaica, were added. Nomin- 
ations closed. 

Tellers appointed, Mr. O'Kee, Mr. White. 

Decided that the three receiving the highest number of votes should be 
declared elected. In case of tie, lots to be drawn. 

Ballot resulted in election of Dr. Tildsley, Dr. Witt Clinton, Charles R. 
Fray, Erasmus, Sanford L. Cutter, Morris. 

For the instruction of delegates the following resolutions, presented by 
Mr. Bryan, were passed: 

1. City to provide such portion of pension as needed above 1 per cent. 

contributed. 

2. After 30 years of service, 15 of which shall have been in City of New 

York, a teacher shall have the right to retire. 

3. Half salary for pension; no pension to be less than $600.00 (9 op- 

sed.) 

4. No sex discrimination in age of retirement. (Withdrawn.) 

4. Provision for refund of contributions if one withdraws voluntarily. 
MR. ANTHONY proposed, as a constructive recommendation, that "ac- 
cruals" should be used for the pension fund. Carried. 

VOTED on motion of Mr. Fay that the Association go on record about 
15 or 20 years service in the City. 

VOTED, that 15 years, as at present, be required. 

VOTED, on motion of Mr. Gruenberg, that it be the sense of the Asso- 
ciation that no pension legislation be adopted until after referendum to all 
teachers in the City. 

Meeting adjourned at 1.25 P. M. 

EMMA F. LOWD, 

Secretary pro tern. 



The Bureau of Reference and Research 

Outline of Address by Director Albert Shiels. 

[Outline made by Miss Emma F. Lowd of Washington Irving 
High School, Secretary Pro Tern., H. S. T. A. 

The speaker made the following divisions of the material of his 
address : 

1. Origion of Division or Department. 

2. Purpose and spirit. 



ig6 THE H. S. T. A. BULLETIN 

3. Work it can do. 

4. Limitations. 

A recommendation made in the recent school inquiry was read : 
"The establishment of a Bureau of investigators or appraisers under 
the direction of a superintendent to gather statistics, data, etc." 

Absence of a reference library, a notable deficiency, at the outset. 
It is intended that the 

A. Department should 

1. Collect literature. 

2. Answer inquiries about data irrespective of Departments. 

3. Keep the Board informed of school progress outside the city. 

B. Spirit and Aim to 

1. Give Cooperation. 

2. Perform service at this end. 

3. Work objectively. 

4. Deal with facts. 

5. Welcome all suggestions and requests. 

6. Have professional spirit. 

7. Represent no party or faction. 

8. Present facts as they exist in the minds of each member of 

the system. 

C. The Bureau should be a competent bureau of routine information, 

to where people may obtain this information. 

1. Continuously. 

2. Clearly. 

3. Promptly, or receive an honest confession of why it can not 

be given. 

4. Definitely. 

D. Supplementary purpose or work as Bureau of Complaints or Ap- 

peal for 

a. Any body concerned. 

b. To follow up the case. 

c. Notify person concerned of the result. 
No pigeon-holing. 

E. Serve the Board of Education. 

1. By reports of matters referred to the Bureau. 

2. By reading and summarizing of report for practical use. 

3. By original investigations. 

Every activity should be measured by financial value, and have a 
business basis. Money should be used not to reduce costs but to in- 
crease efficiency. 

Investigators will be needed with an impersonal attitude, a spirit 
of enthusiasm and faith. Much aid will be needed involving great 
labor and little skill. 

Officers of the Bureau : 

2. Assistant Director. 

3. Numerous clerks and stenographers. 

Standard of opinion about teachers should be raised so that they 
will be considered as a great democracy of men and women interested 
in the educational system. 

The division will be : 



THE H, S. T. A. BULLETIN 197 

1. A storehouse. 

2. A clearing-house. 

3. A work-shop. 

Bureau will aim first to establish a place for information, but 
must have facts first. It may not satisfy all remands, but it will be 
honest, courteous. Its measure of value will be the confidence in- 
spired in the teaching force. 

Facts as they are found will be given, without implicttions or 
conclusions, facts not opinions. It must succeed, because the teachers 
will help. — 

Minutes of October 28, 1913, Meeting of Representatives. 

The meeting of the Board of Representatives of the High Shook Teachers' 
Association was held October 28 at the High School of Commerce. Mr. Mor- 
rey called the meeting to order at 4:10. The reading of the minutes was 
omitted. The treasurer reported as follows: balance (1912-1913) $605.27, dues 
(1912-1913) $11300, dues (1913-1914) $89.00, expenses $206.90, leaving a balance 
to date of $600.37. 

The President reported that he had been engaged in issuing the Novem- 
ber Bulletin and in planning a H. S. T. A. Directory which should be of great 
service to all interested in New York City High Schools. He expressed his 
indebtedness to various members of the Association who had assisted him by 
helpful suggestions in regard to the general meetings; he also stated that 
reports of committees would appear in the next bulletin. 

The election of delegates to the Teachers' Advisory Council was fully 
discussed, especially the quest'on of. the method of nomination. It was voted 
that nominations be made from the floor. 

On motion of Mr. White of Morris, the board voted that the President be. 
empowered to appoint such committees as he sees fit and also to remove from 
.committees such members as may seem inefficient. 

The meeting was adjourned- MARY J. BOURNE, Secretary. 

Minutes of November 25, 1913, Meeting of Representatives. 

Mr. Bedford, Chairman of the Biology Section reported that his section 
dur'ng the year would take up and discuss Note Books, course of first year 
B : ology, Efficiency and B : ology Teaching. 

Mr. Hunter, Head of Department of Biology, DeWitt Clinton, said report 
on Standard Equipment has been pigeon-holed at 59th St. A committee has 
been appo'nted by the Board of Superintendents to investigate the course 
in Biology. 

Miss Skinner, of the Commercial Section reported that a talk was to be 
given by representative of the State Department of Education, on Commercial 
Branches in High Schools. 

Members for 1913-1914. Most high schools have not reported. To date, 
Bay Ridge 30, Bushwick 70, and Morris 5. 

Moved by Mr. Dotey of DeWitt Clinton, that it is the sense of the Board 
of Representatives that eligibility to the High School Teachers' Association 
is limited to teachers and supervisers in the public day high schools of New 
York City and in the high school departments of Normal College and City 
College. Carried. 

Moved by Mr. Dotey: The Secretary be instructed to direct the senior 
rpresentatives to take a vote of the representatives concerning a change in 
time of meeting from Tuesday to Friday afternoon and report to the President. 
Carried. 

Moved by Mr. Goodman: That when we adjourn we adjourn till Jan. 
13, 1914. Carried. 

Moved by Miss Carr: That a committee be appointed to request the 
Board of Education, and to suggest to other associations that they request 
the Board, to re-open the schools on Jan. 5, 1914, rather than on Jan. 2, 1914. 
Carried. 



198 THE H. .S. T. A. BULLETIN 

Mr. Dotey was appointed as a committee of one to see Mr. Shiels, to 
request him to address the next general meeting- of Dec. 6. 

Adjourned, 5:25. F. M. SURREY, Secretary Pro. Tern. 

MEETING OF THE REPRESENTATIVES JANUARY 13, 1914. 

The meeting was called to order at 4.10 by the president. Reports of 
committees were called for. 

Th report of the Treasurer showed a balance of $742.35 in the treasury. 

Mr. White, Morris High School, spoke on the question of noise in the 
vicinity of schools, asking that this subject be referred to the Teachers' 
Council for further consideration. The following resolution were offered. 

RESOLVED, That we request the Board of Education to take such 
action as they deem wise and expedient to secure: 

First— A better enforcement of the city ordinance (copy attached) in 
relation to the erection of warning signs to promote quietude of pupils^ and 
teachers in the schools, especially Section 2, authorizing the Commissioner 
of Police in his discretion, to divert all heavy, noisy vehicular traffic from the 
immediate block or blocks upon which schools are located between 845 and 
3.15 P- M. 

Second— The co-operation of the Street Cleaning Department to the 
end that the scraping of pawments adjacent to school buildings be performed, 
as far as practicable, outside of school hours. 

Third — The unloading of coal for schools outside of school hours. 

The resolutions were adopted. 

Mr. Blume of Commerce asked to request the Board to require work- 
men in the school to desist from work during school hours. 

Miss Seelman spoke of the antiquated methods of sweeping in schools, 
askinsr some relief. 

Mr. Gruenberg moved the adoption of Mr. White's resolution which 
should be forwarded to the Board of Education. Motion was carried. 

Miss Roche Washington Irving, spoke on the question of the enlarging 
of membership in the Association. 

Mr. Pugh reported on the work of the new Teachers' Council. 

The Secretary asked for a ruling" on the mailins- of bulletins to publ'c 
libraries etc. The Secretary was empowered to send sample cop : es to the 
chief libraries with a request that a desire to continue the same must be 
forwarded to the secretary. 

Mr. Pugh reported that a local committee of the National Education 
Association on commercial branches has been organized. The first meeting 
was held ind Christmas vacation. He also stated that the National Bureau 
of Education is to conduct a clearing house on Civic Questions. 

The meeting adjourned to Tuesday, February 24. 

REPRESENTATIVES MEETING, FEBRUARY 24 1014. 

The meeting of the representatives was called to order at 410 by the 
President. The minuts of the last meeting were read and aooroved. The 
treasurer's report showed a balance of $004.55; in the treasury. The President 
outlined the plans for the next genet al meeting which is to deal with the 
"Efficiency of Factory Methods in Education" as exemplefied in Double and 
Triple Sessions of our large High Schools. 

Reports on the school directory were called for. 

Mr. Gruenberg for the B'ologv Section, reported that a new course in 
biology of the third or fourth year was being prepared with special reference 
to the needs of citv children. 

Mr. Munro of Bryant High School reported that th<» English Teachers' 
Association had now a total membership of about 2Q0. The sperial work nf 
the Association now is to secure better teaching conditions for English 
teachers; the principal object is to give "the pupil more teacher." 

Mr. Dotey spoke on the method emploved at De Witt Clinton to use 
study periods to assist in giving additional time for the study of languages 
and mathematics. 

Mr. White reported that the present eveninsr high school course in historv 
and civics was so inadequate that it is now under revision in order to secure 



THE H, S. T. A. BULLETIN 199 

greater freedom in developing ciics, economics and modern history. 

At the request of the President, Mr. Gruenberg spoke of the trip to 
Grand Rapids taken by him last October to attend the conference on voca- 
tional guidance. 

Mr. Pugh reported for the Commercial Committee that various sub com- 
mittees have held meetings in regard to revision of parts of the syllabus. 
He also stated that the work of organizing the Teachers' Council was not yet 
completed. 

MEETING OF REPRESENTATIVES, MARCH 31, 1914. 

The meeting was called to order by ihe President at 4.20. The minutes 
of the last meeting wtre approved as read. The Treasurer reported a balance 
of $933 in the treasury. 

Reports on the Directory were called for. There was a spirited discussion 
of the advisability of changing tht present commercial course. 

Miss Carr suggested that the Board of Representatives make two or more 
nominations for each office to be filled at the annual meeting, these nom- 
inations to be announced in the Bulletin as suggestions. Mr. Morrey, Mr. 
Dotey and others thought this unwise, but the opinion seemed general that 
the election is of such importance that it ought not to be held near the end 
of a long general meeting. 

Mr. Dotey of De Witt Clinton moved that a committee be appointed to 
prepare a brief in favor of allowing principals of large high schools to select 
assistants-to-pricipals from the eligible list of first assistants. It was shown 
that some teachers art acting at the same time as heads of departments and 
as office assistants and that either position needs the entire attention of one 
teacher. The following committee was then appointed: Mr. Dotey De Witt 
Clinton, Mr. Cutler, Morris, Mr. White, Morris. 

On motion the meeting adjourned. 

MARY J. BOURNE, 

Secretary. 



MINUTES OF MEETING OF ELOCUTION TEACHERS 
JANUARY 10, 1914. 

A special meeting of the Elocution teachers of the High Schools of 
Greater New York was caled by the president for Saturday, January tenth, 
1914. Thirteen teacheds representing eleven different different High Schools 
were in attendance. Mr. Raymond N. Kellok, the president, openet the meet- 
ing and called for the secretary's report of the last meeting. Regular business 
was then taken up. 

As copies of the tentative syllabus were in the hands of those present, 
it was deemed unnecessary for the chairman of the committee on the tenta- 
tive syllabue to read th items contained in it. After a brief discussion a 
motion was made, seconded an carried to adopt the syllabus for the first 
year of the High School course. This was followed by a motion which was 
seconded and carried to adopt the syllabus for the second year of the High 
School course. Then the syllabus for the fourth year was adopted in a 
similar manner. 

It was moved by Miss Murray and seconded by Mr. Smith that our chair- 
man, Mr. Kellogg be authorized to present this syllabus to the authorities 
at Fifty-ninth Stree. The motion was unamimously carried. 

By a regular motion, seconded and carried, our chairman was authorized 
to recommend that regular teachers of English be required to assist teachers 
of oral English in working for higher standards of spoken English. 

The chairman was authorized also, to ask for an interpretation of what 
is expected in the examination of candidates for graduation from High 
Schools, and that all pupils in the first and fourth years of the High School 
course be required to take class work in Oral English. 

The meeting adjourned at 11.30 o'clock. 

Respectfully submitted, 

W. PALMER SMITH, 



200 THE H. S. T. A. BULLETIN 

RECENT CRITICISM OF COMMERCIAL EDUCATION. 
HIGH SCHOOLS. 

By W. E. BARTHOLOMEW 

New York State Inspector of Commercial Education. 
_ These are times of uncertainty in all matters pertaining to edu- 
cation. Everybody seems to feel that something is wrong with our 
present scheme of education ; a great many have volunteered to 
criticise certain phases; a few have been given the task of making 
surveys of the field for the purpose of fixing the points of weakness : 
nobody has yet fully satisfied himself as to the remedies that must 
be applied to make up the existing deficiencies. 

In the last few years the educational problem has been receiving 
much consideration on all sides. Forces have been set to work in 
different directions in the effort to find some basis for re-establishing 
the whole system of education and to formulate principles for the 
guidance of those charged with the responsibility of administration. 

It is only natural that commercial education should receive its 
share of consideration. Here in New York City the Committee on 
Commercial Education of the Chamber of Commerce and the Com- 
mittee on School Inquiry have directed their attention to a study of 
the problem of commercial education. You are already familiar with 
the results of the investigations. I shall not endeavor to analyze to 
any extent the criticisms made in these reports ; I hope to show, 
however, that the criticisms have not been directed to things that are 
of vital importance and that they have not been so constructive as 
we had reason to expect. 

I cannot help referring to an interesting parallel that this period 
of unrest and of readjustment in education has in the commercial 
and industrial world. Anyone who has studied the economic condi- 
tions of the country for the past few years realizes that a readjust- 
ment is taking place. A new era in the economic history of our 
country is ahead of us. In the past the development of commerce 
and industry has been largely extensive; that is, it has been what 
might be called "a covering of the field." Expansion has been the 
keynote. Commercial and industrial development in the coming era 
will be largely intensive; that is, it will be a "conquering of the world 
in hand," rather than a "seeking of more worlds to conquer." Ef- 
ficiency will be the keynote. Instead of forcing long lines of railways 
into unsettled regions, the railway systems already established will 
develop a greater operating efficiency ; instead of increasing the 
acreage of our wheat fields, the farmer will direct his efforts toward 
securing a larger yield per acre ; instead of enlarging his plant,, 
the manufacturer will be first concerned about getting a maximum 
output at a minimum cost per unit. 

In many respects the United States stands today where Germany 
stood at the close of the Franco-Prussian War. The marvellous 
development of Germany in the past forty years is an indication of 
what this country will witness in the next few decades. Incidentally 
the demand will be not for men capable of projecting huge enter- 
prises, men of bold spirit, but for men capable of securing a high 
degree of efficiency in a single enterprise, men of keen and scientific 



THE H, S. T. A. BULLETIN 201 

spirit. Until the new order has been established and until the adjust- 
ment to the changed conditions has been made, there will be an 
unsettled season in the economic world. 

It is apparent that there is a similar readjustment in process in 
the educational field. The season is unsettled and we are casting 
about to find a way to establish a new order in education. A charge 
has been made against the whole educational scheme that it is 
not furnishing the vast army of children the preparation for life, — 
the ultimate purpose of education. In our successful efforts to 
expand the territory of education, we have failed to get efficiency in 
the territory we have laid out. The getting of adequate returns has 
been neglected as an element of consideration. In our own field of 
commercial education we find that its development has been almost 
wholly confined to the last fifty years ; that as a phase of high school 
education its development belongs almost entirely to the last ten or 
fifteen years. I suppose I am safe in saying that three-fourths of the 
high schools now maintaining commercial courses have introduced 
them within the last ten years. It has been pretty largely a "covering 
of the field." Policies have been established as to the form which 
commercial education should take, courses of study have been out- 
lined, and, to some extent, the character of the subject material has 
been determined upon. The time has arrived, however, when we 
must turn our attention in another direction. We must now concern 
ourselves chiefly with finding ways and means by which results in 
commercial education may be more adequately obtained. 

It is in making the diagnosis of the situation and in suggesting 
the remedies that investigators and committees of inquiry have 
almost wholly failed. There is a notable exception to which 
I shall refer a little later. Most reports on school systems and 
educational systems usually conclude with the statements that the 
curriculum of studies is all wrong and that certain standard results 
are not being obtained. The course of study must, therefore, be 
revised and various remedies, such as lengthening the school day, 
abolishing home study, offering free election of studies, asking pupils 
to take only the subjects they like, and so on, are suggested. Dr. 
Leonard P. Ayres, of the Rjussell Sage Foundation, says that progress 
in education has come from shifting the form of inquiry from asking, 
"What results can or might we get?" to "What results are we get- 
ting?" Dr. F. V. Thompson, in his report on commercial education 
in the New York city schools, says that "the crux of the shortcomings 
pointed out lies in the failure to conceive commercial education as 
vocational education." They are as far from the real issue as the 
Dakota farmer would be if, in his efforts to get a larger yield of wheat 
per facre, he stopped with informing himself of what the average yield 
of his farm should be or with a re-plotting of his fields, or with a 
mere selecting. of seed wheat. The farmer must direct his attention 
to a study of methods of cultivation and to the tilling of the soil 
before we can expect any great increase in his wheat crop. In like 
manner, until we shift our inquiry to the question, "How can we 
get the results we should get?" and to the teaching and the teaching 
methods, we shall make little progress in getting effective results in 
education. The fundamental weakness in education is found in the 



202 THE H. S. T. A. BULLETIN 

class room. The educational problem is a class room problem. The 
report, recently published, of a survey made of the Vermont school 
system emphasizes this point and is different in this respect from 
similar reports that have been made heretofore. It states the situa- 
ation so clearly that I ask your permission to make some quotations 
from it: 

"What the secondary school needs is not primarily a curriculum, 
but good teaching. This is not to say that the curriculum be done 
away with, but that it must be controlled and improved by the 
schoolmen themselves — skilled teachers in direct contact with the 
problems. The present subordination of the teacher to the curriculum 
must be reversed, and the curriculum be subordinated to the teacher, 
if therre is to be real progress. . . 

"The important thing is the skill with which the teacher selects 
and applies the tools; success is due to his insight and technique; 
failure indicates poor judgment on his part much oftener than poor 
stuff in the pupil.. . 

"A majority of the teachers are teaching subjects in which they 
are ill-prepared; their range of information is therefore limited and 
their application of it is likely to be timid and forceless, or else 
incorrect. There results, therefore, to an extreme degree, the great 
American pedagogical vice — slavish dependence upon a text-book... 

"The conditions indicated are reflected in the class work. Instead 
of striding forward with the confidence of sure knowledge and trusted 
power, as every group of youth loves to do if expertly led, the classes 
creep ; response is slow and furtive ; answers have to be 'pumped' or 
suggested, and spontaneous reaction to the content of the lesson is 
unusual. 

"The effect of this on the pupil is depressing or hardening. In 
so far as instruction fails to arouse a genuine interest and develop a 
pleasurable sense of power, it is not only negatively useless, it is a 
positive discouragement to a child's education, however loyal he may 
be to the teacher personally." 

Further the report says. "Few of the teachers have ever had 
the opportunity of observing skillful secondary instruction with a 
view to studying it as such, and practically none has ever practiced 
teaching under skilled criticism. A system is defective that permits 
them to teach what they have not studied thoroughly, and, providing 
no critical leader, loads them with an excessive number of classes. 

"The remedy for these conditions seems axiomatic — the same 
remedy that has been efficacious in all successful school systems: 
First, require that the teachers know thoroughly the subjects they 
propose to teach. Second, require them to teach only those subjects.'' 

Now, I do not think that these criticisms characterize the teach- 
ing of commercial subjects any more than they do the teaching of 
other groups of subjects. But this is true: The development of 
commercial education has been so rapid that the supply of adequately 
prepared teachers has not met with the demand, and commercial sub- 
jects are therefore too commonly taught by teachers of very little 
training and by teachers who have not caught the spirit of what 
commercial education means. It is also true that the teaching 
methods have not been so thoroughly formulated in commercial sub- 



THE H, S. T. A. BULLETIN 203 

jects, and consequently new and inexperienced teachers frequently 
have nothing- to guide them except what their own intelligence sug- 
gests to them as the correct method of procedure. Furthermore, there 
has_ been lacking in commercial teaching the skilled direction and 
criticism referred to in the report from which I have just quoted. 
There are other reasons, of course, why better results ae not always 
obtained in commercial work. Lack of proper facilities, overcrowded 
conditions, heavy teaching schedules, uncontrolled election of sub- 
jects, may make even the work of a good teacher ineffective. 

I do not mean to imply that courses of study must be left out of 
consideration or that any effort to adapt the instruction in commercial 
subjects to business conditions should be abandoned, — attention must 
constantly be given to these things ; but I do wish to emphasize the 
fact that efficient work in the class room with its consequent efficient 
results is the chief justification for the presence of commercial edu- 
cation in the high school curriculum. w 

The problem of making commercial education efficient lies then 
primarily with the teacher, not with the investigator. The details 
by which the desired improvement can be brought about must be 
worked out by persons who are competent to undertake the task, the 
persons who are out on the firing line. 

Whatever progress commercial education will make in New York- 
city must be effected by the commercial teachers themselves. What- 
ever development there will be must come through your own efforts. 
In the past, commercial teachers have not been consulted enough 
when plans for commercial teaching were being outlined. The mat- 
ter has rested too entirely with persons who* were perhaps well mean- 
ing enough, but who were not sufficiently familiar with commercial 
subjects to say what should be done with them in the high school 
courses. Indications are that a change in policy has taken place and 
that hereafter you will be generally consulted on matters pertaining 
to your special field. It seems to me, however, that if you are going 
to make the most of your opportunity you must first of all organize 
yourselves into one effective organization. There should be a single 
association including all the commercial teachers of New York City. 
There must be unity of purpose in commercial education in this city 
and every teacher must be enlisted to bring this about. With such 
an association well established, the various problems concerning 
commercial education in your high schools can be attacked and 
mastered with some degree of success. 

It was to be expected that Dr. Thomson would direct some of 
his criticism to Regents examinations. Among other things he says 
that the present purpose of the examinations is too limited and that 
they do not really serve as tests of vocational efficiency. I agree with 
him that no Regents examination can be made to test vocational 
efficiency, and I also agree with him when he says that the true test 
of vocational efficiency is the success of the individual in business. 
But is this not true in every other phase of specialized education? 
The engineering student receives his real test of vocational efficiency 
in the field; the medical student in his practice; the theological 
student in the pulpit; so the commercial student must receive his 
real test of efficiency in the business office. There is no reason, there- 



2 °4 THE H. S. T. A. BULLETIN 

fore, why Regents examinations in commercial subjects should be 
singled out for his criticism; and, moreover, nobody has ever made 
the claim that he assumes is made, namely, that these examinations 
do test vocational efficiency. If his criticism applies at all, it must 
be applied to the general scheme of examinations. 

The question of whether or not examinations serve a useful pur- 
pose has been the concern of educators for a long time. I think the 
accepted opinion is that examinations, properly administered, are a 
valuable part of an educational system. At any rate, we find that 
examinations are in more general use than ever. We' find not only 
that educational institutions condition promotion and graduation 
partly on examinations, but that entrance to the various professions, 
to the public service positions and even to some lines of business 
activity is controlled by an examination in some form or other. As 
I understand the purpose of an examination, it is not so much a 
testing as a selecting process. It cannot test all the knowledge the 
applicant possesses on a subject or his full "measure of ability; it 
should test his knowledge of certain fundamental principles in the 
subject in which the examination is set and his ability to make some 
application of these principles. This testing should serve as a means 
of selection. The examination should bring forward those persons 
who are properly qualified and who can give reasonable assurance 
that they can do the work ahead of them, whether it is the work of 
the next higher grade in school, the work in a. profession, the work 
of the business office, or whatever it may be. Now, if Regents 
examinations fail to serve this purpose, they should be modified to 
do so more adequately. 

There is danger, however, in any state wide examination system 
that it may sometimes prevent high schools from serving fully the 
needs of their communities. Unless a provision is made, — and this 
applies especially to commercial subjects, — whereby the work in any 
high school can be adapted to suit the community in which it. is 
given, a uniform course of study with uniform examinations might 
become detrimental to the welfare of education in the state. 

Dr. Thompson says that the Regents examinations have fettered 
the commercial work in New York city; that the full development of 
commercial education has not been possible because of the require- 
ments laid down by the State Department. He has absolutely no 
warrant for any such conclusion and he shows that he is not at all 
familiar with the policy of the Department. If I have the correct 
idea, the State Syllabus as prescribed by the Department sets forfth 
what is considered fundamental in the various high school subjects. 
There is nothing to prevent high schools after they have reached the 
general standard set by the Syllabbus to extend their work to a higher 
level if they have the means and facilities to do so and if the com- 
munities demand it. More than that, the Department stands ready 
to approve courses that are not named in the Syllabus and will give 5 
credit toward a high school diploma on the certification of the prin- 
cipal. If the uniform State Syllabus operates to reduce ail schools 
to a dead level, it must be admitted that the operation is self-inflicted. 
The policy of the Department is a "pulling up" policy, not a "holding 
back" policy. 



THE H. S. T. A. BULLETIN 205 

Now so far as the courses outlined in the syllabus in commercial 
subjects are concerned, I maintain that they are fundamental in char- 
acter and as such can be prescribed for the whole State and the 
examinations can safely be given in all the high schools of the State. 
If these courses are not fundamental, they schould be revised. When 
it is desired to differentiate the instruction in commercial subjects 
to fit the conditions of the community, the differentiation should be 
made only after the fundamental principles in the various subjects 
have been established.' There is little use in specializing the courses 
until proper foundations have been laid. The first concern of the 
Department is to see that the high schools of the State are giving 
sound instruction in the fundamental subjects. 

There is full opportunity to adapt commercial education in New 
York city to the conditions peculiar to the city, and the State Depart- 
ment will encourage any effort in this direction. Some time ago I 
submitted to Dr. Wheelock, Assistant Commissioner for Secondary 
Education, a plan by which high schools might receive the approval 
of the Department for certain commercial subjects of an advanced 
or of a special nature not now prescribed in the Syllabus. I proposed 
the following : 

High schools may hereafter obtain the approval of commercial 
subjects not prescribed in the Syllabus and credit will be given by 
the Department without examination for the satisfactory completion 
of the work in the subjects to approved. For the pr sent, the Depart- 
ment will consider the approval of any of the following subjects: 
Elementary Accounting, Business Organization, Business Mathema- 
tics and Secretarial Practice. 

Because of the different treatment each of these subjects must 
receive in different parts of the State, no general Syllabus can be 
prescribed. The planning of the courses is left to the high schools. 
It is expected, however, that each subject will be outlined to give "the 
proper emphasis to topics important because of local business condi- 
tions and that each subject will be treated in conformity with local 
practice. The value of the work done in these subjects will depend 
upon how well this relation to the business community has been 
established. The following outlines are merely suggestive : 

ELEMENTARY ACCOUNTING. This subject should include 
a study of the principles of accounting as applied in the organization 
of systems of accounts and in the preparation of business and financial 
statements ; it should also include the interpretation and analysis of 
statements such as may be obtained from published reports of busi- 
ness corporations ; and some attention should be given to the elements 
of cost accounting. The subject should be outlined primarily to give 
p'ipils the knowledge of -the elementary principles of accounting, with 
their applications, that the man of business should possess. 

BUSINESS ORGANIZATION. This subject should include a 
study of the institutions that have been established in the develop- 
ment of commerce, with special attention to the local exchanges, 
markets, banking facilities etc. It should also include a study of 
the organization of some of the larger business concerns for the 
application made of the principles of organization and efficiency. 

BUSINESS MATHEMATICS. This subject should include a 



2 °6 THE H. S. T. A. BULLETIN 

thorough study of applied mathematics to corporation and municipal 
finance under the various heads of stocks and bonds, taxes, sinking 
funds and annuities. Exchange, customs, insurance, partnership 
settlements and other topics should also be given proper consideration 

SECRETARIAL PRACTICE. The course in this subject should 
be planned to prepare high school graduates for the higher positions 
m stenographic and secretarial work. The study of shorthand should 
be continued until a speed of 125 words a minute is attained. Special 
attention should be given to the methods adopted for handling and 
filing office records. The course should provide for some practice in 
operating the office appliances in common use. 

Courses in the special subjects will be considered for approval 
provided, (1) that the high school making application prescribes as a 
part of the curriculum a four years' commercial course sufficiently 
well organized to justify the addition of the special subjects, (2) that 
the special subjects are offered in the last two years of the course, 
each subject to be given at least two recitation periods a week for a 
school year, (3) that the instruction in these subjects is given by 
teachers duly qualified by education and experience, and (4) that 
detailed outlines of the courses to be approved accompany the appli- 
cation for approval. 

Upon evidence furnished to the Department that a candidate has 
completed satisfactorily the course of study outlined in an approved 
subject and has passed the school examination, he will be entitled to 
two academic counts for the subject. Credit will not be given, how- 
ever, for Elementary Accounting unless the candidate has previously" 
passed the Regents examination in Advanced Bookkeeping and Office 
Practice, or for Business Mathematics unless he has passed the 
Regents examinations in Commercial Arithmetic and hplementary 
Algebra, or for Secretarial Practice unless he has passed the Regents 
examinations in Shorthand II and Typewriting. 

Dr. Wheelock is in accord with my proposition and I am quite 
sure that he will consider favorably any application for approval and 
credit in these special subjects and others not here mentioned, if there 
is merit in the application. 

In view of what I have said relative to the purpose of Regents 
examinations and to the latitude that high schools have in adapting 
the work in commercial subjects, I fail to see any real basis for the 
objections Dr. Thompson has made. 

I should like to stop just long enough to show how criticisms of 
the examinations often vanish into thin air when they are followed 
out to the end. 

Just about so often, a critic appears who says that Regents 
examinations are not based on business practice and that when a 
teacher prepares his pupils for the examinations he unfits them for 
the business office. Not long ago, the Department had some corres- 
pondence with one of these critics. His letter contained this 
paragraph : 

"It would appear that many of the Regents Bookkeeping exam- 
ination questions are founded upon some textbook or other. I do 
not mean by this, one particular textbook, but these questions seem 
to be largely taken from textbooks rather than from business condi- 



THE H, S. T. A. BULLETIN 



207 



tions. The questions seem to be mostly textbook questi ons, not 

business or real bookkeeping questions why not test the 

student's knowledgge of the actual work and conditions rather than 
his knowledge of a particular text." 

The person who made this sweeping criticism was asked to be 
good enough to examine some of the recent question papers in book- 
keeping and was urged to criticise specifically the questions given 
on the papers and to suggest others that would be in accord with 
business conditions as he understood them to be. He was asked to 
submit sample question papers that would be suitable tests in the 
subject. 

When his criticisms were finally received, they were : first, that 
a three party draft remitted in settlement of account in a transaction 
which formed the basis for a question, was not used in business, but 
that a two party draft would be used almost exclusively in such a 
transaction (which is true to a certain extent) ; second, that a trans- 
action in which furniture was sold to a second hand dealer called for 
entries that were too difficult for the class of pupils taking the 
examination; third, that a statement of a transaction in whch freight 
was paid for goods received was faulty because it did not state 
whether the goods were merchandise purchased for the purpose of 
selling or for other purposes, or for machinery, or for raw material, 
etc. ; fourth, that furniture and fixtures should not be inventoried 
because a loss in value should be provided for in a depreciation 
account. 

These were the criticisms offered, partly justified, perhaps, but 
very incidental in character; they certainly did not furnish sufficient 
ground for the condemnation made in the first place. What there 
was in the papers which showed that they were not based on business 
conditions the writer failed to point out. My good critic did not sug- 
gest any change in the makeup of the examination papers and he 
submitted no specimen questions that he considered as more in accord 
with his ideas on the subject, in fact, he prefaced his criticisms with 
the statement that "the examination papers were, in the main, admir- 
able." He reached the climax of inconsistency, however, when he 
closed his letter with the following paragraph : 

"Possibly it will appear that in our opinion any young book- 
keeper who learned the subject in a business office attempting your 
state examination would probably fail ; and if he kept books in a 
business office in the way he would be required to keep them in order 
to pass this state examination, he would probably be discharged." 

The unfortunate part of such criticisms is that they serve only 
to discredit. They are harmful because persons who do not stop to 
inquire into the basis for the criticism will accept them at face value 
and will reach the conclusion that things are all wrong. 

I am glad to say that this is an extreme case and not at all 
typical. I should not like to have you get the opinion that we resent 
criticism ; instead, we invite criticism at all times and some of you 
here know that suggestions for the improvement of question papers 
have been freely accepted. The examinations are your examinations 
and the question committees are made up of teachers from your own 
number. It is your duty and privilege by your honest criticism and 



208 THE H. S. T. A. BULLETIN 

helpful suggestions to assist us in making the examinations as nearly 
idea] as it is possible to make them. I think we have a right, how- 
ever, to protest against the sort of baseless criticism that I have just 
cited. 

Dr. Thompson made the subject of business education a matter 
of inquiry among business men in Boston, his own city, and later 
in this city. The same letter of inquiry was also used in a similar 
investigation in Pittsburgh. Among other things, the replies received 
indicated that the business man in the selection of his employees 
attaches first importance to training in fundamental suibjects and 
general education and gives little or no consideration to training in 
clerical subjects. With this fact in mind Dr. Thompson expresses 
himself thus: "It is significant that business men do not point out 
any superiority of the commercial school product over the general 
school product. We cannot escape the conclusion that the non-com- 
mercial schools have a larger influence in the sum total upon business 
than do the special schools, and it is an open question whether or not 
the general school is not giving at present more appropriate training 
for the major business needs. The pupil in the general high school 
does not get false impressions concerning business demands; he is 
not led to believe that clerical ability is the one essential, and in 
applying for a position he does not seek office work as the only 
business opportunity." 

Is there any significance in the fact that business men do not 
point out any superiority of the commercial school product over the 
general school product? Does the pupil from the general high school 
get consideration because he is not handicapped b.y the "false im- 
pressions" his brother in the commercial high school is receiving? 
Professor Paul Klapper, of the College of the City of New York, in 
the Educational Review for November, 1913, states the attitude that 
the business man takes in the selection of his employees. He says. 
"The practical business man would prefer the product which the 
school sends him to be capable of doing accurate work, to be trained 
in the capacity for sustained effort, to possess powers of concentration, 
and to be able to think quickly in the emergencies inevitable in the 
day's work." Although the business man does not express himself 
so clearly, he means the same thing when he says: "The more edu- 
cation, the better" ; "AVe wants 'brains', not 'diplomas';" or as one man 
expressed it, "We want traits, not accomplishments." 

The complaints that the business world makes of the schools 
are in the last analysis based on the failure of the schools to give 
their pupils the qualities that Prof. Klapper indicated as desirable. The 
business world takes the boy who. has these qualities regardless of 
whether he comes from the general school, commercial school or the 
school at the country cross roads. It is, therefore, relatively un- 
important what subjects the boy has studied so long as he has 
acquired the mental habits requisite to bring about his business suc- 
cess. The point I want to make is this: that even after we have 
established our commercial courses with the subject material and the 
instruction fully related to the needs of business life, our efforts will 
be largely futile if we do not consider the curriculum of studies as a 
vehicle by which our pupils may receive the training that Prof. Klap- 



THE H, S. T. A. BULLETIN 209 

per so well points out. Quoting once more from the Vermont report: 
"No study or group, of studies has any importance for its own sake; 
its value consists altogether in the extent to which it assists the 
teacher in bringing a pupil into those relations with his environment 
that are agreeable, stimulating, and promising for him personally 
and profitable to society. ..... Its potency consists not in itself, but 

in the intelligence with which it is applied." 

It sems to me that this points out the real problem in commercial 
education. Whatever else may have to be done, success must come 
ultimately from the way in which the two most important elements, 
teacher and pupil, will work out the full purpose of their particular 
field of education. 



AN INVESTIGATION OF SCHOLARSHIP RECORDS OF 
HIGH SCHOOL PUPILS. 

AARON I. DOTEY, 

Department of Latin, DeWitt Clinton High School, New York City. 
The data used in this investigation were the term grades received 
by pupils in the DeWitt Clinton High School (for boys), New York 
City, on prepared work for their first and second terms (one year). 
Five periods per week in English, in mathematics, and in biology 
were required of all pupils. One group had five periods per week in 
Latin, one five periods per week in German, and one five periods per 
week in French. As pupils enter semi-annually, two sets of grades 
were used : 

1. Febr., 191 1, to Febr., 1912. 

- 708 pupils: Latin, 271; German, 222; French, 215 

2. Sep., 191 1, to June, 1912. 

689 pupils : Latin, 265 ; German, 222 ; French, 202 

Total in both classes : 
1397 pupils: Latin, 536; German, 444; French, 417 



The purpose of the investigation is three-fold. 1. To determine 
the place in scholarship held respectively by the Latin, German and 
French groups. 2. To discover some facts concerning elimination 
and retardation. 3. To discover, if possible, the policy to be pursued 
in making programs for repeaters. 



PART ONE! 

The Place in Scholarship Held by Each of the Foreign Language 

Groups. 



In order to throw some light on the question as to the kind of 
pupils who elect the different languages, the reports from the elemen- 
tary schools upon the pupils entering in February were examined 
and the results tabulated. Unfortunately the reports upon the pupils 
entering in September, were not available. Of the February reports, 



2io THE H. S. T. A. BULLETIN 

a random selection of two-fifths of the whole number was made ; 
giving- fo r the Latin group, 108 samples; for the German, 88; and 
for the French, 86. Each report contains three kinds of grades: I. 
A "general estimate" grade on the work in each of eleven subjects. 
These grades are given by the principal, and are based upon the more 
detailed estimate made by the class teacher, in consultation with the 
principal, upon the various phases of the work in any given subject. 
2. A "class standing" grade. This is the estimate placed by the 
class teacher upon the pupil's work as a whole. 3. The "principal's 
estimate" grade. This is identical in nature with the preceding, ex- 
cept that it is given by the principal instead of the class teacher.' 

As all these grades are expressed by the letters A, B+, B, C, 
and D, it was necessary for purposes of comparison, to assign arbit- 
rary values to the letters. After consultation with Dr. Albert Shiels, 
Director of the Division of Reference and Research of the Depart- 
ment of Education, the following- values were assigned to them*, 
A = 90 to 100; B = 75 to 89.99X ; B = 60 to 74.99+ ; C = 45 to 
59-99+ ; D = o to 44.99+.. Medians* were then obtained for each 
language group in each of the three kinds of grades with the follow- 
ing results: 

*Note. A median is that point above which and below which 
50 per cent, of the cases lie. 

TABLE I. 

Median of each Language Group in the Elementary School. 

General Class Principal's 

Estimate Standing Estimate 

• Latin Group 72.46 72.46 72.09 

German Group 70.05 70.42 69.85 

French Group ....... .71.31 7I-3* 71.12 

From this comparison it appears that the pupils who, on entering 
high school, elect Latin are slightly better in scholarship than those 
who elect French ; and that those who elect French are slightly bet- 
ter than those who elect German. From the table it is seen that, in 
each case, the difference is approximately one per cent. 

Tables II., III., and IV. give the results of the first term's work 
in high school. As Table I. was based wholly upon the elementary 
school reports of the February class, while this investigation is based 
upon the grades of the February and September classes combined, 
the medians of each class are given seperately and then are followed 
by the medians of the two classes combined, in order to show that 
the combined results differ but very little from those of the February 
class when considered alone, in so far as the relative standings of 
the language groups are concerned. 

In these tables the medians in the columns headed "Three" were 
found by taking the grades in English, mathematics, and biology and 
finding their median as grades, regardless of the subject or of the 
pupil who made them. The same process was employed to obtain 
the medians in the columns headed "Four," which includes, however, 
the grades obtained in the languages. 



THE H. S. T, A. BULLETIN 211 

TABLE II. 

Medians of the February Class. 

Groups Eng. Math. Biol. Three Lang. Four. 

Latin 69.51 65.18 65.37 67.56 65.33 66.79 

German 64.33 60.47 63.16 63.21 60.21 62.46 

French 65.15 64.54 62.08 64.51 59.89 62. 12 

TABLE III. 
Medians of the September Class. 

Groups Eng\ Math. Biol. Three Lang Four. 

Latin 69.76 64.88 69.75 68.18 67.95 68.13 

German 65.44 64.81 65.28 65.19 62.83 64.90 

French 69.62 63.10 60.43 64.98 63.25 64.78 

TABLE IV. 

Medians of the two Classes Combined. 

Groups Eng. Math. Biol. Three Lang. Four. 

Latin 69.63 65.00 67.88 67.91 67.10 67.77 

German 64.77 62.83 64.78 64.69 60.45 64.51 

French 67.59 63.80 61.71 64.76 60.32 63.50 

According to Table I., the Latin group entered high school with a 
lead of one per cent, over the French group and two per cent, over 
the German group. According to Table IV., the Latin group has 
not only maintained this lead, but has greatly increased it in every 
subject except mathematics. Here it now leads the French group by 
1.2 per cent, and the German group by 2.17 per cent. A comparison 
between the French and German groups shows that the French group 
has increased its lead in English, has maintained it in mathematics, 
but has fallen behind the German group in both language and biology. 
This reduces its lead in the three subjects other than language to -oy 
per cent. In all four subjects combined, the French group has fallen 
1. 01 per cent, behind the German group. 

As all three groups have three subjects in common, a more ac- 
curate basis of comparison is established when the language grades 
are eliminated. This gives added value to any comparisons based on 
columns "Three." The next table possesses this value. Column 
"Three" of Table IV. shows that the median of the Latin group in 
the three subjects common to all the groups was 67.91 ; of the German 
group, 64.69; and of the French group, 64.76. Table V. shows what 
per cent, of each group attained the medians of the other groups i« 
the three subjects common to all the groups. 

TABLE V. 

Percentage of each Group above Medians of the other Groups. 

Latin German French 

Group 

Latin median of 67.91 attained by 5°- 

German median of 64.69 attained by 59-~h 

French median of 64.76 attained by 5&-~jr 

This table substantiates -the points brought out in Table IV. It 
also throws new light upon the situation. For example, it shows that 
in exactly the same subjects only 39 per cent, of the German group 
reached the median of the Latin group, while 59 per cent of the Latin 



Group 


Group 


39- 


41. 


5o. 


50.+ 


49-+ 


50- 



212 THE H. S. T. A. BULLETIN 

group reached that of the German group; that only 41 per cent of 
the French group reached the median of the Latin group while* 58 
per cent, of the Latin group reached that of the French group 

the medians in column "Three" may also be used as a standard 
for measuring the relative efficiency of the groups in language work. 
As these three medians are based on similar data, viz, the erades in 
subjects common to all three groups, the percentage of Latin of 
German, and of French pupils attaining- these medians in language 
will be a measure of their efficiency i n language relative to their 
work not only m the three other subjects, but also to the language 
work of the two other groups. This may be seen by an examination 
of the following table. 

TABLE VI. 

Percentage of Language Grades in Each Group, above Median of 

Each Group in the Three other Subjects. 

Latin Germ. Fre. 
r ,. ,. r ,. Group Group Group 

Latin Median of 67.91 attained in Language by. .47.9 31.3 32 7 
German Median of 64.69 attained in Language by SS ^ 4^ 2 *7 7 
French Median of 64.76 attained in Language by 55.0 42.4 37 4 

This table reveals the fact that no group did so well in language 
work as in the combined work of the three other subjects, but that 
their respective medians were attained in language work as follows: 
By the Latin group, 47.9 per cent. ; German, 43.2 per cent. ; French, 
37.4 per cent. It is also seen by what per cent, of each group the 
various medians were attained, thus showing the relative efficiency 
of eacii group m language work. For example, the first line of the 
table shows that the median of the Latin group, 67.91, was attained 
in language by 47.9 per cent, of the Latin group; 31.3 per cent of the 
German group ; 32.7 per cent, of the French group. 

In view of the method of measuring results, employed in most 
schools, no paper such as this would be complete unless it contained 
a table showing the per cent, of pupils promoted Therefore the 
next table will give this information. The passing grade is 60 per 
cent. In columns "Three" and "Four" the figures' do not mean that 
such percentages of the pupils passed in all three or in all four sub- 
jects, but that of all the grades recorded in the three or in the four 
subjects such percentages were equal to or above the passino- mark 
Grades only were considered without regard to the subject or to the 
pupil who made them. 

TABLE VII. 

Percentage of Passing Grades. 
Groups Eng. Math. Biol. Three Lang Four 

J: atln 88.6 72.5 87.3 82.8 73.1 8o. 4 

German j6.6 68.0 78.8 74.5 66 4 7? ~ 

French 82.9 69.8 74.8 75.8 64.2 72.9 

This table in no way modifies the points brought out by the 
previous tables, viz, that the Latin group has not only maintained, 
but has actually increased the lead that it had on entering high 



THE H. S. T. A. BULLETIN 213 

school ; that the French and German groups are, in general, drawing 
together — in that one group is ahead in two subjects, while the other 
is ahead in the. other tw r o, and in all four subjects combined they are 
separated by only .4 per cent. 

From the superior work of the Latin group, some may infer that 
the best teachers in English, in mathematics, and in biology were 
assigned to pupils who elected Latin. Such, how r ever, was not the 
case, as the following table proves. 

TABLE VIII. 

Number of Teachers, Other Than of Language, Who Teach in More 

Than One Group. 

Groups English Mathematics Biology 

Latin 7 out of 10 14 out of 15 7 out of 7 

German 5 ouij of 9 8 out of 1 1 6 out of 7 

French 8 out of 11 9 out of 10 6 out of 7 

The gain made by the Latin group cannot be ascribed to the 
study of Latin ; for, it must be remembered, the above grades were 
made the first term the pupils were in high school. And, however 
much one would like to claim that this result was brought about by 
the study of Latin, it would be difficult to convince anyone that this 
stud}- could accomplish such results in so short a time. The true 
explanation, perhaps, can be found in the fact previously established, 
viz., that the best pupils from the elementary schools elect Latin on 
entering high school. 

Generally speaking, this means that the Latin group is composed 
of pupils who possess ambition and determination in a high degree ; 
w r ho have learned how to cope with difficulties and to face respon- 
sibilities. Such boys do not require so long a time to adjust them- 
selves to a new environment as do their less gifted mates in the 
French and the German groups. If such gain is made later in the 
high school course, after all the pupils have become adjusted to their 
new environment, then the position that the gain was due to the 
study of Latin will be more tenable. This point will properly come 
up again when the grades for the second term are under discussion. 
Of the 1,397 pupils who took the first term's work, 345 failed to 
return the second term. 

TABLE IX. 

Showing Numbers Eliminated, by Groups. 

First Term Eliminates Second Term 

Latin 536 83 453 

German 444 143 301 

French 417 119 298 

Total ._ 1397 345 1052 

The grades of the eliminates were, of course, included in the 
Tables II. to VII. inclusive. In all subsequent tables they will be 
omitted unless it is specifically stated that they are included. Table 
X. shows the effect produced by casting out these grades. 



2i 4 THE H. S. T. A. BULLETIN 

TABLE X. 

Showing Increase in Medians of Table IV. by Omitting Grades of 

Eliminates. 

Groups Eng. Math. Biol. Three Lang. Four. 

Latin 31 .08 1.68 .80 .96 .65 

German 3.35 2.28 .58 .95 4.38 .79 

French 75 1.16 2.87 .62 1.22 1.46 

Upon the whole the standing of the French group was raised 
most by elimination, while that of the Latin group was affected least. 
In other words, the Latin group was not improved by the elimination 
of its inferior members to the extent that the two other groups were. 
On the other hand, the percentage of work to be repeated the second 
term is, in the Latin group, 16.12 per cent.; in the German group, 
18.50 per cent. ; in the French group, 20.72 per cent. This gives an 
advantage to the groups having the fewer repeaters ; for, as will ap- 
pear later, the ratio of failures to number of chances is, in repeated 
work, 1 to 3.56; in new work, 1 to 6.19. In dealing with the grades 
of the second term, however, no distinction will be made between 
new and repeated work. 

The next step toward determining the place held in scholarship 
by each of the three language groups, will be a series of comparisons 
between the results of the first and second term's work in each group, 
and also among the groups themselves. In these comparisons, both 
the upper and lower quartiles*, as well as the medians will be com- 
pared. 

*Note. The upper quartile is that point above which 25 per cent, 
of the cases lie. The lower quartile is that point below which 25. 
per cent, of the cases lie. 

TABLE XI. 
Upper Quartiles — First Term. 

Groups Eng. Math. Biol. Three Lang. Four. 

Latin 79.19 75.27 78.18 77.57 79.64 78.14 

German 74.90 74.74 74.56 74.75 72.44 74.68 

French 74.79 75.38 74.71 74.93 73.00 74.83 

TABLE XII. 

Upper Quartiles — Second Term. 

Groups Eng. Math. Biol. Three Lang. Foun 

Latin 78.11 79.69 78.35 78.97 79.66 79.00 

German 72.83 77.39 72.44 74.63 71.69 74.25 

French 73-8o 75-12 75-40 74.92 70.39 74.66 

TABLE XIII. 

Found by subtracting Table XI. from Table XII. 

Groups Eng. Math. Biol. Three Lang. Four. 

Latin — 1.08 +442 + • I 7 +1.40 -f .02 -f- .86* 

German — 2.18 -\-2.6$ — 2.12 — .12 — .75 — .4.3 

French < — .99 — .26 -\- .69 — .01 — 2.61 — ■ .17 

Tables XI. and XII. show that in every case (except Math. First 
Term) the upper quartile of the Latin group is much higher than that 
of either the German or the French group. Columns "Three" and 
"Four" of Table XIII. show that, in general, the upper quartiles of 



THE H. S. T. A. BULLETIN 215 

the Latin group were higher the second term than they were the first, 
while those of the two other groups were lower. 

TABLE XIV. 

Medians — First Term. 

Groups Eng. Math. Biol. Three Lang. Four. 

Latin 69.94 65.08 69.56 68.71 68.06 68.42 

German ..68.12 65.11 65.37 65.64 64.83 65.30 

French ..... .68.54 64.96 64.58 65.38 61.54 64.96 

TABLE XV. 
Medians — Second Term. 

Groups Eng. Math. Biol. Three Lang. Four. 

Latin 69.97 69.76 69.95 69.95 69.70 69.87 

German ....67.62 64.97 65.34 65.60 63.44 65.26 

French 67.14 64.67 68.83 66.40 63.25 65.30 

TABLE XVI. 

Found by Subtracting Table XIV. from Table XV. 
Groups Eng. Math. Biol. Three Lang. Four. 

Latin + .03 +4.68 +• -39 +1.24 +1-64 + M5 

German — .50 — .14 — .03 — .04 — .39 — .04 

French — 1.20 — .29 +4.25 +1.02 -\-1.71 +■ -34 

Tables XIV. and XV. show that in every case (except Math. 
First Term) the median of the Latin Group is higher than that of 
either the French or the German group. Table XVI. shows that in 
every case the median of the Latin group was higher the second term 
than it was the first, while in every case that of the German group 
was lower. The French group gained in biology and in language, 
but fell back in English and in mathematics. There was a general 
gain as shown by columns "Three" and "Four" of the same table, 
but not so great as that made by the Latin group. 

TABLE XVII. 

Lower Quartiles — First Term. 

Groups Eng. Math. Biol. Three Lang. Four. 

Latin 64.36 59.51 60.37 60.23 59-63 60.11 

German 59.17 59.58 60.08 59.87 59.64 59.86 

French 60.40 59.58 59.71 59.85 52.00 59.72 

TABLE XVIII. 

Lower Quartiles— Second Term. 

Groups Eng. Math. Biol. Three Lang. Four. 

Latin 62.82 60.10 60.34 60.42 59.67 60.25 

German 60.26 52.25 59.90 59.82 59.55 59.74 

French 60.37 59-6o 60.61 60.07 55-°7 59-87 

TABLE XIX. 

Found by Subtracting Table XVII. from Table XVIII. 

Groups Eng. Math. Biol. Three Lang. Four. 

Latin — 1.54 +-59 — -03 +.19 + -04 +-14 

German +1.09 — 6.23 — .18 — ■ .05 — .09 — .12 

French — .03 -f .02 +1 .90 -f- .22 +3.07 + .15 

Tables XVII. and XVIII. show that, with the exception of three 
cases, the lower quartile of the Latin group is higher than that of 



216 THE H. S. T. A. BULLETIN 

either the French or the German group. The three cases are, — Math. 
First Term, lower than that of either group ; Lang. First Term, lower 
than that of the German group ; and Biol. Second Term, lower than 
that of the French group. Table XIX. shows a gain for the French 
group in every case except English and a loss for the German group 
in every case except English. The Latin group gains in mathematics 
and language, but falls back in English' and in biology. Columns 
"Three" and "Four" show a slight loss for the German group, and 
a slight gain for each of the two other groups. The gains for the 
French group are respectively .03 per cent, and .01 per cent, greater 
than for the Latin group. 

TABLE XX. 

Percentage of Passing Grades, First Term, 

Groups Eng. Math. Biol. Three Lang. Four. 

Latin 92.7 75.2 90.7 86.2 76.6 83.8 

German 85.4 76.4 86.4 82.7 j6.J 81.5 

French! 88.9 76.5 80.5 82.0 71. 1 76.7 

TABLE XXI. 

Percentage of Passing Grades, Second Term. 

Groups Eng. Math. Biol. Three Lang. Four. 

Latin 90.5 81.9 87.8 86.7 77.0 84.3 

German 85.4 72.1 83.0 80.2 76.1 79.1 

French 8>5(.6 76.8 87.0 83.2 72.5 80.5 

TABLE XXII. 
Found by Subtracting Table XX. from Table XXL 

Groups Eng. Math. Biol. Three Lang. Four. 

Latin —2.2 +6.7 —2.9 -f, .5 -f .4 + . .5 

German 0.0 — 4.3 — 3.4 — 2.5 — 1.6 — 2.4 

French .....— 3.3 +..3 +6.5 +1.2 +1.4 +3.8 

Tables XX. and XXI. show that in every case except two the 
Latin group has a higher percentage of passing grades than either 
the French or the German group. The two cases are, — Math. First 
Term, lower than that of either group ; Lang. First Term, lower 
than that of the German group. 

Nothing shows more clearly the fallacy of judging quality of 
work by percentage of promotions than a comparison of columns. 
"Three" and "Four" of Table XXII. with the corresponding columns 
of Table XVI. The median under "Three" of the Latin group shows 
.22 per cent, more of increase than that of the French group. Yet 
the French group shows .7 per cent, more of increase in promotions. 
Again, the median under "Four" of the Latin group shows 1.11 per 
cent, more of increase than that of the French group. Yet the French 
group shows 3.3 per cent, more of increase in promotions. Evidently, 
an increase in the number of promotions is not necessarily attended 
by a corresponding increase in the quality of the work. 

In the next table, the median attained by the Latin group the 
first term in any subject (or combination of subjects) is used as the 
basis of comparison of work done in that subject (or combination of 
subjects) both by terms and by language groups. 



Eng. 


69.94 


Eng. 


69.94 


Mat. 


65.08 


Mat. 


65.08 


Bio. 


69.56 


Bio. 


69.56 


Three 


68.71 


Three 


68.71 


Lang. 


68.06 


Lang. 


68.06 


Four 


68.42 


Four 


68.42 



Latin 


German 


French 


Group 


Group 


Group 


by 50.0 


4i-5 


40.9 


" 504 


36.2 


36.9 


by 50.0 


50.1 


49-o 


" 61.4 


49.2 


45-9 


by 50.0 


41.2 


37-6 


" 53-9 


42.2 


48.6 


by 50.0 


43-8 


42.7 


" 55-4 


43-i 


45-o 


by 50.0 


48.1 


42.9 


" 53-6 


38.5 


36.2 


by 50.0 


42.7 


42.2 


" 54-9 


41.9 


42.1 



THE H. S. T. A, BULLETIN 217 

TABLE XXIII. 

Percentage of Each Group, in Each Term and in Each Subject (or 

Combination of Subjects) above Median Attained by Latin 

Group, the First Term in that Subject (or Combination 

of Subjects). 

Subject Median 

attained first term 

" second 
attained first term 

" second " 
attained first term 

" second 
attained first term by 

" second " 
attained first term 
" second " 
attained first term bv 
" second 
As the basis of comparison employed in each subject, is the 
grade attained by 50 per cent, of the Latin group in that subject 
the first term, variations can be more easily seen if 50 per cent, be 
deducted from each per cent, in the above table. 

In reading the following table it should be borne in mind that 
per cents are based upon the entire group in each case, and not upon 
the half that is expected to attain the median. For example, in 
English the first term, 8.5 per cent, of the German group failed to 
attain the standard set for them as a group, because 50 per cent, of 
the group, instead of 41.5 per cent, of it, should have attained the 
median 69.94. 

TABLE XXIV, 
Variations in Each Subject by Terms and by Groups. 

Latin German French 
Group Group Group 
Var. from English standard, first term 0.0 — 8.5 — 9.1 

Var. from English standard, second term, -(- .4 — 13.8 — 13.1 
Var. from Math, standard, first term, 0.0 -}-• .1 — 1.0 

Var. from Math, standard, second term, +11.4 — .8 — 4.1 
Var. from Biol, standard, first term, 0.0 — 8.8 — 12.4 

Var. from Biol, standard, second term, -f- 3.9 — 7.8 — 1.4 
Var. from Three standard, first term, 0.0 — 6.2 — y.^ 

Var. from Three standard, second term, -\- 5.4 — 6.9 — 5.0 
Var. from Lang, standard, first term, 0.0 — 1.9 — 7.1 

Var. from Lang, standard, second term, -|- 3-6 — 11.5 — 13.8 
Var. from Four standard, first term, 0.0 — 7.3 — 7.8 

Var. from Four standard, second term, -f- 4.9 — 8.1 — 7.0 
This table shows that in the second term the Latin group in 
every case rose above the standard set the first term ; that the German 
group fell below the standard in every case both terms except in 
first term mathematics and that its second term's work was poorer 
than that of the first term except in biology; that the French group 



Latin 


German 


French 


Group 


Group 


Group 


-h -4 


—5-3 


— 4.0 


+.11.4 


— -9 


— 3-i 


+ 3-9 


+ 1.0 


-fn.o 


+ 5-4 


— -7 


+ 2.3 


+ 3-6 


-9.6 


— 6.7 


+ 4-9 


— .8 


— .1 



218 THE H. S. T. A. BULLETIN 

fell below the standard in every case both terms and that its second 
term's work was poorer than that of the first term except in biology. 
Here, however, the gain was so great that it brought column "Three'" 
above the work of the first term. 

If the per cent, of variation for the first term in each subject 
and group be subtracted from the corresponding per cent, for the 
second term, we get the following table which shows the per cent, 
of gain or loss of the second term over the first. 

TABLE XXV. 

Found by Subtracting Variations of First Term from those of 

Second Term. 



Difference in variations in English 
Difference in variations in Mathematics 
Difference in variations in Biology 
Difference in variations in Three 
Difference in variations in Language 
Difference in variations in Four 

The assumption is valid that the above per cents will hold true 
of such groups even though they be somewhat larger or smaller. 
They may be made commensurable in terms of pupils, therefore, if 
the groups are regarded as of the same size. In the following table, 
it is assumed, therefore, that the German and French groups each 
contain the same number of pupils as the Latin group, viz., 453. 

TABLE XXVI. 

Showing Gain or Loss in Number of Pupils Who Reached the 

Standard the Second Term in Comparison with the 

First Term. 



Difference in variations in English 
Difference in variations in Mathematics 
Difference in variations in Biology 
Difference in variations in Three 
Difference in variations in Language 
Difference in variations in Four 

In order to show the gain or loss of one group over another 
during the second term, it will be necessary to compare the columns 
in the above table, two at a time. For example, the gain of the Latin 
group over the German will be found by subtracting the figures in 
the German column, from the corresponding figures in the Latin 
column. The following table was obtained by this process. 

TABLE XXVII. 

Showing Gain or Loss in Number of Pupils who Reached the 

Standard in one Group, in Comparison with the Number 

Who Reached the Standard in Another. 

Latin Latin German 

above Ger. above Fre. above Fre. 
Comparative gain in English -{-26. -f" 2 °- — 6. 



Latin 


German 


French 


Group 


Group 


Group 


+.2. 


—24. 


— 18. 


+52. 


— 4- 


— 14. 


+.18. 


+ 5- 


+50. 


+24. 


— 3- 


+ 10. 


+ 16. 


—43- 


—30- 


-|-22. 


— 4- 


0. 



THE H. S. T. A. BULLETIN 



219 



+56. 


+66. 


+ 10. 


+13- 


—2>2- 


—45- 


+27. 


+ 14. 


—13- 


+59- 


+46. 


—i3- 


+26. 


-|-22. 


. — 4- 



Comparative gain in Mathematics 

Comparative gain in Biology 

Comparative gain in Three 

Comparative gain in Language 

Comparative gain in Four 

It would seem that no more evidence is needed to prove that 
during the second term the Latin group made great gains over each 
of the other groups. The superiority of this group the first term 
was ascribed to the fact they were a superior group when they 
entered high school and, therefore, could more easily adjust them- 
selves to their new environment. During the second term, however, 
were not the French and German groups sufficiently adjusted to their 
environment, at least, to hold their own? But this investigation has 
shown that while the Latin group was rising above the standard of 
the first term's work, both the French and German groups were 
falling below it, in whole or in part. Is it not possible, then, that 
after all there is some truth in the theory that disciplinary power is 
derived from the study of Latin? Or, are these changes due to the 
fact that the "Direct Method" was extensively employed in German, 
to a limited extent in French, and not at all in Latin? Or, are they 
due to a combination of these causes? 

PART TWO. 

Some Facts Bearing upon Elimination and Retardation. 

As stated elsewhere, out of the 1,397 pupils who completed one 
term, 345 left at the end of the first term. These were drawn from 
the February and September classes and from the three language 
groups as follows : 

TABLE XXVIII. 

Showing Distribution of Eliminates by Classes and Groups. 

February Class September Class Combined Classes 

Base Elim Per Ct. 

265 27 10.18 

222 51 

202 45 

689 123 
The above table reveals two facts: 1. 
pleted its first term in June, lost more pupils than the class that 
completed its first term in January. 2. That the per cent, of loss 
from the Latin group was much less than that from either the French 
or the German group, and that that of the French group was a little 
less than that of the German group. 

TABLE XXIX. 

Showing Percentage of Eliminates with No Failure, One Failure, 

etc., on Total Number with No Failure, One Failure, etc. 

No One Two Three Four 

Groups , Failure Failure Failures Failures Failures 

Latin 9.18 11.96 

German 15.42 36.03 

French 18.28 24.24 

Totals ....13-43 2 3-85 



Groups 
Latin 
German 
French 
Total 



Base Elim Per Ct. 
271 56 20.66 
222 92 41.44 

215 74 34-41 
708 222 31.35 



22.97 
22.27 
17.62 



Base Elim Per Ct. 
536 83 15.48 

444 143 32-21 

417 119 28.53 

1397 345 24.69 



That the class which com- 



33-33 


32-50 


52-94 


35-i8 


59-52 


77-77 


30.00 


60.00 


70.37 


36.64 


50.42 


70.00 



220 THE H. S. T. A. BULLETIN 

From Table XXIX. one can readily see that the percentage of 
eliminates tends to increase as the number of failures per pupils 
increase. This fact might lead some to infer that failure in studies 
is one of the chief causes of elimination. Such, however, is not the 
case to the extent that it is generally supposed to be. 

TABLE XXX. 

Showing Percentage of Eliminates with No Failure, One Failure, etc., 
on Total Number of Eliminates. 

No One Two Three Four 

Groups Failure Failure Failures Failures Failures 

Latin 33-73 16.86 22.89 x 5-66 10.84 

German 20.97 2 7-97 l 2>- 2 & l 7-4& T 9-58 

French 28.57 20.16 17-64 17-64 15.96 

Totals 26.95 22.60 17.10 17.10 16.23 

From Table XiX'X. it appears that of the 345 eliminates, more 
than one-fourth of them failed in no subject, while practically one- 
half of them failed in only one subject or less. Certainly, failure in 
subjects was not the cause of their elimination, nor does the table 
furnish much proof that it is even an important factor in elimination 
at all. 

The claim is often made that certain subjects, because of their 
inherent difficulties, cause pupils who fail in them to leave school. 
The next two tables bear on this point. 

TABLE XXXI. 

Showing Percentage of Eliminates Who Failed in Any Subject on 
Total Number of Failures in That Subject. 

Groups Eng. Lang. Math. Biol. 

Latin 49.50 26.38 23.97 3& 2 3 

German 57.69 55.03 50.00 55.31 

French 53.52 42.28 44.44 45.28 

Totals 53.38 41.40 39.13 47.oi_ 

This table shows that a greater per cent, of those who failed in 
English and in biology left school than of those who failed hi 
language and in mathematics. 

TABLE XXXII. 

Showing Percentage of Failures of Eliminates in Each Subject on 

Total Number of Eliminates. 

Groups Eng. Lang. Math. Biol. 

Latin 33.73 45-73 42.i6 31.32 

German 41.95 57-34 49-65 36-36 

French 31.93 5 2 -94 47-°3 40-33 

Totals 36.52 53.04 46.95 _ 36.52 

This table shows that a greater per cent, of eliminates failed in 
language and in mathematics than in English and in biology. 

The explanation of this seeming contradiction between the two 
tables is this : The number of failures in English and in biology was 
much smaller than that in language and in mathematics. Therefore, 
while the actual number of eliminates in the former two subjects is 
smaller than in the latter two, yet the per cent, on number of failures 
is larger, owing to the relative smallness of the base on which the 



THE H. S. T. A. BULLETIN 221 

per cent, is calculated. The safer rule (as in the case of Tables 
X'XIX.- and XXX.). is to employ as the base, the total number of 
eliminates rather than the total number of something- not under dis- 
cussion. It is safer, therefore, to conclude that failure in mathematics 
.and in language contributed more to elimination than failure in 
English and in biology. 

The term in which the pupil is in school seems to have some 
effect upon retardation as well as upon elimination (see Table 
XXVIII.) . The fall term seems to be less productive of failures 
than the spring term. The data upon which this conclusion is based 
are as follows : 

TABLE XXXIII. 

Showing Number of Failures by Terms in Each Class and Group 
(after Deducting Eliminates). 
February Class September Class 

Groups Spring Term Fall Term Fall Term Spring Term 

Latin 141 106 151 178 

German 109 105 115 147 

French 126 93 121 142 

Totals 376 304 387 467 

Summary : Spring Term — 843 ; Fall Term — 691 
This investigation has revealed the following facts regarding 
elimination and retardation : 

1. Elimination is greater at the end of June than of January. 

2. Elimination is least in the Latin group and greatest in the 

German group. 

3. Failure in subjects is not so fruitful a cause of elimination - 

as it is generally supposed to be. 

4. More eliminates failed in mathematics and in language than 

in English and in biology. 

5. More failures occur in the spring term than in the fall term. 

PART THREE. 
Policy to be Pursued in Making Programs for Repeaters. 

One of the most important questions that confronts the program 
maker is, What shall be done Avith the repeaters? Shall they be 
placed in a class by themselves, or, with those who are new to the 
subject? Growing out of this question is the related one, What are 
the chances of passing in repeated work as compared with new work? 

TABLE XlXXIV. 

Comparison of Failures in Old and New Work. 

Number Chances Chances Chances Failed Failed 
Groups Pupils Total Old New Old New- 
Latin 453 1812 292 1520 71 213 

German ..... 301 1204 224 980 79 173 

French 298 1 192 247 945 64 170 

Totals 1052 4208 763 3445 2I 4 $56 

The chance of failure in repeated work is 1 to 3.56; in new work, 
1 to 6.19. Then shall the repeater be robbed of all spurs to his ambi- 
tion by being placed among those who are as dull as he? or shall he 



222 THE H. S. T. A. BULLETIN 

become a clog to a bright class by being- placed among them ? 

One solution often proposed is, to reduce the number of his 
studies. This is based on the assumption that he who fails does so 
because he has more work than he can do. Conversely, he who 
passes in every subject does not have more work than he can do, 
and therefore can carry a full program the following term. How 
baseless these assumptions are, is shown by the following table. 

TABLE XXXV. 

Showing Results Attained the Second Term by Pupils Who Failed 

in No Subject, One Subject, etc., the First Term. 

Number of Pupils Who Failed 
First Term 





Total 


None 


One 


Two 


Three 


Four 




1052 

None 567 


599 


249 


122 


58 


24 




382 


in 


44 


23 


7 


amber of Pupils 


One 287 


iS5 


76 


37 


13 


6 


Who Failed 


Two 131 


44 


44 


25 


15 


3 


Second Term 


Three 47 


15 


12 


11 


5 


4 




Four 20 


3 


6 


5 


2 


4 



The horizontal line above the rectangle reads that in the first 
term 599 pupils failed in no subject, 249 in one subject, etc. The 
vertical line to the left of the rectangle reads that in the second term 
567 pupils failed in no subject, 287 in one subject, etc. The first 
horizontal line within the rectangle reads that of the 567 pupils who 
failed in no subject the second term, 382 had failed in no subject the 
first term, in had failed in one subject, etc. The first vertical line 
at the left within the rectangle reads that of the 599 pupils who failed 
in no subject the first term, 382 failed in no subject the second term, 
155 failed in one subject, etc. 

The program of the repeater can not be based on the policy of 
the omission of subjects. For 185 repeaters carried full programs 
and came out with no failures the second term; whereas 217 who 
made no failures the first term came out the second term with 300 
failures charged against them. 

In the light of such conditions what mind short of one gifted 
with supernatural insight can foresee what should be done in any 
given case? 

We offer no solution of the problem, because we have none. We 
simply present it as a problem met with during this investigation of 
the scholarship records of high school pupils. 



THE H. S. T. A. BULLETIN 223 

SUMMARY OF MR. DOTEY'S PAPER. 
DATA USED— Term-grades received by pupils on prepared work in 
English mathematics^ biology, and foreign language for first and second 
terms in high school. 

Total number pupils 1379: Latin, 536; German, 444; French, 417. 
PART ONE— Place in scholarship held respectively by the Latin, 
German, and French groups. 

1. Order of excellence based as shown by elementary school 
records: Latin group one per cent better than the French and two 
per cent better than the German. 

2. During first term, Latin group not only maintained its lead 
in every subject, but greatly increased it in every subject except 
mathematics. (See Tables II to VII inclusive.) 

3. Superiority not due to difference in teachers. (See Table VIII.) 

4. At end of first term, German group lost greatest number of 
pup Is; Latin group, the least. (See Table IX.) 

5. Standing of French group raised most by elimination; that 
of Latin group, least. (See Table X.) 

6. During second term, Latin group did better work in every 
subject that it did the first term; German group did poorer work in 
every subject except biology; French group did poorer work in every 
subject except biology. (See Tables XI to XXVI inclusive; and 
especially Tables XXV and XXVI.) 

7. The relative gain of the Latin group was greater than that 
of the German in every subject, and than that of the French group in 
every subject except biology. The relative gain of the French group 
was greater than that of the German in every subject except mathe- 
matics. (See Table XXVIII.) 

PART TWO — Facts concerning elimination and retardation. 

1. More pupils are eliminated in June than in January. 

2. Per cent of loss from Latin group was far less than from 
either of the other groups ; that of French group was a little less than 
that of German group. (See Table XXVIII.) 

3. Elimination not due to failure in subjects. (See Tables XXIX 
and XXX.) 

4. Greater per cent o f eliminates failed in mathematics and for- 
eign language than in English and biology. (See Tables XXXI and 
XXXII.) 

5. More failures occur in spring term than in fall term. (See 
Table XXXIII.) 

PART THREE — Programs for repeaters. 

1. Chances of failure are greater in repeated work than in new 
work. (See Table XXXIV.) 

2. F'ailure on the part of a given pupil the first term, . however, 
does not necessarily imply failure on his part the second term; nor 
vice versa. (See Table XXXV.) 

3. What to do with the repeater, is yet an unsolved problem. 



224 THE; H. S. T. A. BULLETIN 

IN MEMORIAN— Superintendent Edward L. Stevens. 

The overwhelming truth that in the midst of life we are in death' 
is again .Illustrated -n tne passing away ol Dr. Edward L. Stevens in 
New York. Only a couple o«i weeks ago he visited his parents, Air. 
and Mrs. Clinton Stevens, in Malone, and was hailing h. lS boyhood 
ir.ends on the street who were always delighted to see him. He had 
been seriosly ill and under treatment in a New York hospital, but 
considered himself much better and was cheerful and encouraged, 
though he showed marked effects of his illness. He remained here 
and in Chateaugay only a few clays and returned to the cty to attend 
to dut.es which he deemed to be urgent, never to return again alive. 

A few years ago Dr. Stevens passed through a very critical illness, 
from which he nver quite recovered h.s former health and strength]. 
Last summer, on the verge of breaking down, he obtained a leave of 
absence from his educational duties in New York and passed several 
months in Malone and vicmity, returning to the city in the fall greatly 
improved, but the improvement was not permanent. 

As assistant superintendent of schools of the city of New York 
he held a most honerous posisition of great responsibility and con- 
t.nued to battl with its problems far beyond his physical ability to bear 
up under them. He was keen, onginal and progressive, introducing 
many innovations into the schools of that city and adapting them to 
the practical needs of a great cosmopolitan population. Possessed of 
a high idea of the value of country training he found places for many 
graduates of the rural normal schools in the city's teaching force. 

Dr. Stevens was a man of fine personal presence and a deightful 
speaker. He was called upon often to lecture on educational subjects 
before conventions and assemblages of educators, and a number of 
his lectures had been published by teh action of thes ebodies and 
widely circulated in phamplet form. With truth it can be said that a> 
an clucator Northern N. Y. never produced his superior. Many oj 
his old acquaintances here still recall the magnificent address which 
he gave before the alumni of Franklin Academy at the last biennial 
meeting of the association in Malone.- 

Though his condition on his last rturn to New Yark was far from 
satisfactory, his death was entirely unexpected and its announcement 
Saturday morning proved a serious shock to his aged parents and 
many relatives and friends in Malone. The cause of death was pneu- 
monia. In h : s weakend condition he was unable to withstand the 
ravages of the disease. 

Dr. Stevens was born in Malone in May, 1867, and was not qnte 
47 years of age. The foundation of his broad culture was laid at 
Franklin Academy from which he graduated with honors in the class 
of 1885, and had long been one of its most favored sons. Later on 
he completed a full course at HanrTton College, which, with a year 
or two of law in the office of M. E. McClary, prepared him thorougly 



THE H. S. T. A. BULLETIN 225 

for the educational and executive duties which he was destined by, 
natural aptitute to undertake. The practice of the law he decided early 
to forego, but h.s knowledge of it furnished ever afterward a vantage 
ground in his educational conquests, 

His first school was at Dickinson Center, and he performed his 
task so well that he was soon called to the principalship of the 
Chateaugay high school. There his superior work soon rased ttie 
attention of educators all over the state. He won the hearts of the 
people of that commnuity so that they never ceased to admire and 
Honor him as he advanced to the topmost round of his profession. 

Prom there he was called to Catskill to fill the position of super- 
intendent of schools of that city, and it was not long before there was 
the call from New York for his services and abilities. To the work 
there he gave conscientious attention. The field was wide and all his' 
energies were thrown into the cauldron of the city's needs. His broad 
culture and ability as an educator brought him instant recogniton 
and rapid advancement until he stood almost at the head of the de- 
partment, a position which he had held for a number of years. 

H'is death in the very pnme of life is sad indeed, and has brought 
to an end all too soon a career of the greatest usefulness ; but he im- 
print of his splendid work upon the schools of New York and the 
men and women of the future whose early life has been sheltered 
within that city's walls, will never pass away. 

Personally, Dr., Stevens was ionei of the most charming and 
persuasive of men. He was dignified, yet democratic and approach- 
able; poised, yet full of the warmth of human attributes. He delighted 
in his acquaintances and experiences and had a keen appreciation of 
the humorous as well as the serious side of Lie. With his scintillating 
mind and ready wit he was always the central figure of any assemblage 
so fortunate as to enjoy his presence. And in addition to all this hfei 
was patient, gracious, courteous and kind. His heart was big and 
warm and fullblooded, and his loss to his friends is acutely felt. To 
his venerable parents he was their joy and pride, and in their deep 
d stress there is universal sympathy. 

While principal of Chateaugay Academy he met and woed M : ss 
Carrie Hatch, a brilliant young woman connected with the school 
which he taught. She and one son, Robert, survive to cher'sh the 
memory of a fond and indulgent husband and father. One brother. 
Robert, a prominent mechanical engineer of Erie, Pa., also survives, 
and accompanied the remains to Malone, arriving Sunday afternoon. 
The brothers were united in the closest bonds of fraternal fellowship. 

As' Mrs. Stevens was ill at Chateaugay and unable to attend the 
funeral in Malone the body was taken there on the evening of its 1 
arrival here and funerjal services were held from her old home Satur- 
day evening. On account of the feebleness of the mother of deceased, 
who was unable to attend the funeral in Chateaugay, and to enable 
Dr. Steven's relatives and multitude of friends in Malone to pay their 
last tribute of respect to one of the town's most brillant sons, funeral 
serv'ces were also held from the home of his parents here on Tuesdav 
afternoon, interment beside the remains of his sister, Carrie, at Morn- 
ineside. 



226 



THE H. S. T. A. BULLETIN 



IN MEMORIAM. 

Principal James J. Sheppard. 

Whereas, the recent death of 
Principal Sheppard of the High 
School of Commerce has removed 
from our organization one of the 
most active members, be it re- 
solved that the following note be 
entered upon the minutes of the 
Association. 

Principal James J. Sheppard, 
whose death occurred on March 
13, 1914, was identified with this ' 
organization almost from the be- 
ginning. Even before he became 
a principal, he was one of the 

most energetic and useful mem- 
bers of the Association. In 1902- 
3 he served with distinction as 
president of the Association, and 
was re-elected the following year. 
His interest in the organization 
did not cease afterwards. He was 
alwa}rs present at the meetings, 
and his voice was often heard in 
wise counsel. 

It is fitting to recall in this con- 
nection that when the Teachers' 
Council was organized in 1913, 
the twenty-three high school prin- 
cipals unanimously chose Mr. 
Sheppard as the one fittest to rep- 
resent them in this most import- 
ant body. By this choice they rec- 
ognized, as our Association had 
done, the fact that Mr. Sheppard 
united in a rare degree the quality 
of executive ability with the spirit 
of social service. 

In his death the teachers of the 
whole city lost a friend, and the 



high school teachers lost a leader 
and comrade, one who spent him- 
self freely in every good cause. 

James Joseph Sheppard was 
born at Panola, Woodford Coun- 
ty, Illinois, January 1, 1868. His 
early education was obtained in 
the public schools of Panola. In 
1891 he graduated from the aca- 
demic and normal departments of 
the Illinois State Normal Uni- 
versity. While in the normal 
school he became the founder and 
editor-in-chief of the school paper 
"The Vidette," and, the winner in 
one of the annual inter-society de- 
bates. He then went to Harvard 
University and was graduated in 
1894. Subsequently he did post- 
graduate work at Columbia Uni- 
versity in the years from 1897 to 
1900, and at New York Uni- 
versity in 1901 and 1902. 

During the years from 1884 to 
1886, Mr. Sheppard taught in the 
public schools of Minnesota, Iowa 
and Illinois. After his graduation 
from Harvard University he was 
for three years principal of the 
Decatur, Illinois, High School. In 
1897 he was President of the High 
School Section of the Illinois 
State Teachers' Association. 

As the result of a competitive 
examination, in 1897 he was ap- 
pointed as a second assistant 
teacher of history in the DeWitt 
Clinton High School of New 
York, being promoted later to the 
position of first assistant; and in 
this school he had charge of the 
annex from 1900 to 1902. In 
1902 he was promoted 'to the prin- 
cipalship of the High School of 
Commerce, which he organized, 
and which was the first institu- 
tion of its kind in the United 
States. 

Mr. Sheppard was President of 
the High School Teachers' Asso- 



THE H. S. T. A. BULLETIN 



227 



ciation of New York from 1902 to 

1904, a member of the board of 
directors of the New York Teach- 
ers' Association since 1900; and a 
member of 'the Interborough 
Council of New York since 1904. 

-He was also Secretary of the Com- 
mittee on Instruction in Munici- 
pal Government in American 
Educational Institutions of the 
National Municipal League. Mr. 
Sheppard was a contributor of 
papers to the National Education 
Association and to other educa- 
tional organizations ; and was the 
editor of Appleton's Series of 
Texts for Commercial Schools. 
He was a member of the Harvard, 
Graduates, Schoolmasters and 
Rolandson Clubs. On July 12, 

1905, Mr. Sheppard married Rena 
French Masters. 

After an illness of several weeks 
duration he diedof anaemia at his 
home in Morsemere, New Jersey, 
March 13, 1914, loved throughout 
the school system of the great city 
of New York, whose teachers and 
students had learned to admire 
the man and appreciate his work. 

To Mr. Sheppard more than to 
any other one person the high 
school teachers owe a debt of 
gratitude for his indefatigable 
work and excellent judgment in 
securing for them through the 
passage of the "Davis Law" uni- 
form salary schedules. 

He was a keen observer of men 
and instinctively understood their 
purposes and the measure of their 
usefulness. In the organization of 
the teaching corps of the High 
School of Commerce he selected 
an unusual number of able men 
who have since risen to higher 
positions, notably as elementary 
and high school principals. 

Only a small number of his 
close friends knew of his exten- 



sive and intimate acquaintance 
with many of the most prominent 
educators throughout the country. 
He made friends slowly. Once, 
however, men saw through his re- 
serve, the simplicity and the true 
sincerity of the man, the purity of 
his thought and purposes, he won 
their lasting affection and allegi- 
ance. To only a few were known 
his great fondness for little chil- 
dren, his extreme generosity in 
helping acquaintances or strang- 
ers in financial distress, his acts 
of kindness and thoughtfulness in 
times of sorrow or trouble. 

Among his associates he was 
known as an excellent organizer 
and administrator. He was a 
man of few words, fine judgment, 
and once his decision was formed 
he possessed great courage and 
pertinacity in carrying out his 
ideas. He would not go with the 
crowd unless convinced that the 
crowd was right. 

"He was, taking him all in all, 
what the world most needs to- 
day and what the world mourns 
when such a one is gone — a man, 
a nobleman." 

The words of his favorite poem 
were: 
Sunset and Evening Star, 

And one clear call for me! 
And may there be no moaning 
bar, 

When I put out to sea. 

But moving tide asleep, 
Too full for sound or foam, 
When that which drew from out 
the deep 
Turns to its earliest home. 



James F. Wilson. 
Benjamin A. Heydrick. 



228 THE H. S. T. A. BULLETIN 

ON THE WASTE OF TRIPLE SESSIONS. 

By John M. Avent, Morris High School. 

That the using the school plant idea, manifested in the "double-session" 
or "triple session" does accommodate more pupils than the one session 
scheme, no one denies. If you are skeptical, you are invited to count 'em. 

To "count 'em," whether pupils or instruction or personal influence, is 
indeed the only test of educational practice that makes an impression on the 
guardians of the budget. Therefore, the following is a modest attempt to 
count the waste of the program that provides for three over-lapping blocks 
of students, an 8:15 to 1:40 group a 9:00 to 2:30 group and a 10:00 to 3:15 
group. The principles are not modified if the plan calls for two groups, not 
overlapping-. 

The element of waste — the leakage — occurs in what may be called "extra- 
classroom" instruction. No teacher, or principal, but knows that the value 
of a teacher is not encompassed by the bell that starts the period and the 
bell that ends it. Those bells include a large fraction but still only a fraction 
of a teacher's instruction and influence. The other fraction is variable, but 
sufficiently determinable for reckoning - . 

To determine this fraction which we have called "extra-classroom" 
instruction, let us assume that the average number of teaching periods per 
week under any plan is 25. Let us assume that, under the single session 
plan, a teacher reports not a minute before the by-law requirement of 8:40. 
Assume also that she stays not more than 15 minutes with pupils after the 
by-law requirement of 2:30. Note that we have omitted all coaching of clubs 
and teams (of which there are over thirty-five in Morris High School) and 
surely this is not too large an estimate. Yet. between 8:40 and the first 
period there are 28 minutes, which, added to the 15 minutes of after-school 
instruction, make 1 period per day or 5 periods per week of extra-classroom 
instruction. It is rather clear, therefore that the "horse power" of a teacher 
is about 30 periods per week, of which 1-6 is expended outside of the regular 
periods. Here every tachr will say that this fraction approachs 1-3 rather 
than 1-6. 

Now, is this one-sixth of a teacher's value lost in the three group or 
triple session? Count again. 

The essential factor here is that a pupil in any group may have teachers 
in all three groups. When 1-3 of the pupils report at 8:15, only 1-3 of the 
teachers are available. Therefore there is a loss of 2-3 of the maximum 
morning extra instruction for this group. When the 9 o'clock group reports, 
similarly there are only 1-3 of the teachers available (the first group are 
teaching and again there is a loss of 2-3 of the maximum morning extra 
instruction for this group. Furthermore, when the 10 o'clock group reports, 
there are no teachers available for there is no place to meet the pupils, all 
the rooms being in use. Consequently, we sustain here 3-3 of the extra 
morning instruction. Averaging, we find a loss of 7-9 of the maximum "extra" 
morning instruction. 

These figures are hopelessly feeble as an estimate of a condition where 
it is an impracticability to meet backward or indolent pupils out of the formal 
periods- They are merely as consciously inadequate attempt to do what can 
not be done — to count 'em when you are dealing with the most subtle- of all 
increase, the growth of mind and of character. 

Nevertheless, turn to the afternoon ''extra" instruction. When the 8:15 
group leaves there are no teachers available for the rooms are in use. Here 
again we have a loss of 3-3 of th extra instruction. When the 9 o'clock group 
leaves at 2:30 1-3 of the teachers are available with a loss of 2-3 of the extra 
instruction. When the 10 o'clock group leaves at 3:15 there are no teachers 
ava'lable for pupils dislike to stay after that hour, many of them having long 
distances to travel. Here we may charge a 3-3 loss of instruction. Aver- 
aging, we have a loss of 8-9 of the extra afternoon instruction. This extra 
afternoon instruction is 1-3 of the total extra instruction. Therefore we have 
noticed a loss of 7-9 of 2-3 and 8-9 of 1-3 of the dxtra instruction. < This 
indicates that we have lost 22-27 of all the extra instruction. 



THE H. S. T. A. BULLETIN 



229 



FACTORY EFFICIENCY IN EDU- 
CATION* 

Eenjamin C. Gruenberg, of Commer- 
cial High School. 

*Read before High School Teachers 
Association, 7 March, 1914. 

Among the forces that have brought 
us to seek the establishment of the 
maximum use of the school plant, 
was the idea of "100% efficiency.'" 
In this the assumption has been that, 
one hour is like every other. But this 
assumption is dangerously similar tc 
the obsolescent doctrine that each 
child is like every other. 

So far as the facts have been de- 
termined by experimental studies, we 
are to believe that the periods of 
maximum available energ}*- are be- 
tween nine and ten or eleven in the 
morning, and a short period after one 
in the afternoon. As Meumann says 
in his "Psychology of Learning," 

The first hour of the day should 
be used for exercises in which the 
formal purpose of memory develop- 
ment is most emphasized. . . .because 
in the first place, the school children 
possess the greatest amount of 
ps} r cho-physical energy during the 
first and second hours, and they are 
then still free from the influence of 
fatigue; and in the second place, 
their memorial efficiency fluctuates 
between wide limits at different 
hours of the day. 

After fatigue sets in, greater stimu- 
lus is required to produce the de- 
sired results. "Effort increases with 
fatigue, and. output falls off." Most 
children cannot be held to their work 
after fatigue sets in; this is fortunate, 
because it is the only means of pro- 
tection that the child has against the 
danger of physiological exhaustion. 
Scientific studies in industrial estab- 
lishments, as well as those in school, 
show that all hours are not alike. 
Some evidence from the study of ac- 
cidents is interesting in this connec- 
tion. These show that the number of 
accidents increase steadily to about 
the fourth hour, and then diminish. 



This is true in both half-days. The 
decrease is apparently due to the re- 
duction in the number of workers in 
the various shifts. In some cases, 
however, it means a lowered intensity 
of work, which in turn results from 
increasing fatigue. In part, however, 
this is counteracted by the "warming 
up" process (Anregung, or incitement 
of the psychologists). In some indus- 
tries the maximum output actually oc- 
curs later than the maximum acci- 
dents. 

Aside from these fluctuations, the 
studies in the industries have shown a 
generally lower level of efficiency on 
the part of the night workers, as com- 
pared to the day workers. This holds 
even where the workers alternate 
periodically. The explanation for this 
is that the night workers do not have 
as good rest in the day-time, and that 
they are tempted to spend more of 
their off hours in recreation, etc. We 
may well ask ourselves whether the 
same forces do not operate among 
children sent to school in different 
shifts. 

If our schooling is to be more than 
school-keeping, we must consider 
something more than units and hours 
We must make no concessions to the 
economic fallacy. 

Factory methods apply where there 
is to be uniformity of product. The 
success and the efficiency of factory 
method depend upon the multipli- 
cation of units of standardized and 
identical types — wherever the same 
processes and the same materials can 
be brought together over and over 
again. This is not true in education. 
Certainly money can be saved by en- 
larging classes; money can also be 
saved by accelerating the elimination 
of pupils from school. But we no 
longer look to enlarged classes as a 
legitimate means of saving money 
Yet we do seriously consider the closer 
congestion of the school as a sound 
solution of the problem. 

There are certain specific dangers 
that need to be considered. The 



230 



THE H. S. T. A. BULLETIN 



efficiency of a room, for school pur- 
poses, depends to a large extent upon 
those small touches that reveal the per- 
sonality of the teacher, or the special 
uses to which the room is to be put. 
Laboratories and shops may be stand- 
ardized, perhaps; as for recitation 
rooms, no standardization seems pos- 
sible beyond the matters of furniture, 
blackboards, charts and the other 
routine fixtures and equipments. 
Where two or more teachers use the 
same room successively, individualiza- 
tion of the room — which is much more 
important than standardization — is 
impossible. This is more striking when 
we consider the desirability of making 
the room serve as the home for a 
group of children. (Even now most 
of the rooms do not provide places for 
pupils' books, so that there is an ex- 
cessive amount of carrying necessary.) 

Closely related is the fact that where 
there are continuous sessions of new 
groups, it is impossible for the teacher 
to come into close personal relations 
with the pupils. It is touch and go, 
in the most literal sense. 

The time of the pupils spend out- 
side of school does not usually con- 
cern us. If, however, this outside time 
precedes the school work, I should 
expect it to have a decided influence 
on the latter. If the child works be- 
fore coming to school, I should expect 
merely fatigue — and I am disposed to 
demand the best, the freshest ener- 
gies for the use of the school. If, 
however, the pupil does not work, I 
should expect in a large number of 
cases, not necessarily fatigue, but cer- 
tainly demoralization. 

Superintendent Brubacher of Sche- 
nectady showed, that the absences 
are more than twice as frequent among 
part-time pupils as among full time 
pupils (in the ratio 8.5 : 3.5) notwith- 
standing the fact that the latter had 
twice as many chances to be absent — 
forenoons and afternoons. 

Our experience in this city with the. 



compulsory education law that re- 
quired evening school attendance of 
young people who are working, is in 
complete accord with the experience 
of England: it showed that it is im- 
possible to extend the hours of activ- 
ity indefinitely. And we changed our 
compulsory education law in recogni- 
tion of the fact that the only suit- 
able "night school" for young people 
to attend is a day school. The young 
people in our high schools are even 
younger than those who come within 
the provisions of the compulsory edu- 
cation law referred to; their hours of 
effort must be still shorter. And it 
does not seem to make much difference 
whether the fatigue is accumulated 
within school or outside. 

The Schenectady experience shows 
that the effects of part-time organi- 
zation are cumulative. The children 
that had been exposed to it one year, 
showed the effects, but with each suc- 
ceeding year of the practise the re- 
sults were worse and worse. 

As for the teachers, if they use their 
mornings for work, they do not give 
the school their best energies; and if 
they use them for sleep and loafing, 
they do not give the school their best 
spirits. 

The conclusions of Superintendent 
Brubacher's report are: 

i. Part time schools fatigue the 
children and the teachers unduly. 
Sustained attention is hard to get. 

2. The health of children in part 
time classes is not as good as that 
of children in full time classes. At- 
tendance is 2.42 times better in full 
time classes. 

3. Full time classes promote 
about S more children in every hun- 
dred; and 

4. Full time classes are better 
prepared to do the work of the next 
higher grade since they are fortified 
by 50 per cent, more training as in- 
dicated by the work accomplished in 
reading. 

5. The evils of part time are 



THE H. S. T. A. BULLETIN 



231 



cumulative. They are bad in the first 
grade, but where a child has come up 
through successive grades on part 
time, the accumulated defects become 
disheartening in the grammar grades 
and high schools. Our city has more 
than once seen a school under part 
time conditions for from five to eight 
years and the pupils from such 
schools on reaching the eight grade 
or high school have 1 een decidedly 
inferior to their fellows from other 
grammar schools where full time 
prevailed. 

6. Part time is therefore to be 
condemned as an educational mon- 
strosity. It is an unsound pedagogi- 
cal device and is a sheer waste of 
public funds. It would be sound 
economy, I believe, to borrow money 
to provide ample facilities for all the 
children of our city at once. 

It is true, as President McLaurin 
of the Massachusetts Institute of 
Technology points out, that a life belt 
is in actual use only a small part of 
the time; and yet we do not consider it 
inefficient to have large numbers of 
life belts lie idly about on the boats. 
It has been estimated that in this coun- 
try there is invested in tooth-brushes 
the sum of $1,432,678.15; yet these 
articles are used only a few minutes 
each per day. No one advocates an 
increase in the use-efficiency of tooth- 
brushes. The best example of high 
use-efficiency of an article of common 
use was that furnished by certain 
southern cotton mills that shocked us 
all a few years ago, when we read that 
the beds in which the child workers 
slept never got cold. One shift of 
workers turned in as soon as the sleep- 
ers were turned out. There was no 
time lost. And yet we were shocked 

There is nevertheless a legitimate 
demand for a fuller use of the school 
plant. This increase in use-efficiency 
is not to be brought about, however, 
by following the method of the steel- 
trust, running in successive shifts of 
occupants for continuous use of the 
equipment. The city is to get its re- 



turn upon the investment in school 
buildings by extending the use of the 
plant to ever new sections of the popu 
lation, to ever new kinds of activi 
ties. Some of the possibilities sug 
gested by the studies of the Russe 
Sage Foundation (Perry) are these 
Continuation schools, Evening schools 
Social centers, Public lectures and en 
tertainments, Athletics, games, danc 
ing, meetings, study hours, pupils 
clubs, etc., reading rooms, concerts 
museum extension, and others. 

The present situation in the housing 
of high school activities presents an 
acute emergency. In attempting to 
meet this, we may properly enough 
resort to "part-time" schemes, or to 
overcrowded classes, or to double ses- 
sions, or triple sessions. But we must 
not forget that these are emergency 
measures, and we must not let others 
forget that they are emergency meas- 
ures. We must not let anyone sup- 
pose for an instant that these schemes 
solve the fundamental problems of 
adequate housing, and we must not 
ourselves accept them as such solu- 
tions. 

As to the inability of the city to 
meet the financial problem presented 
by the high school situation, we need 
not take the taxpayer's word for that 
In Chicago the city could not possibly 
find enough money to pay its teachers 
what the latter considered a fair wage 
a few years ago. The teachers' as- 
sociation appointed a committee of 
doubters and skeptics to nose into city 
affairs; this committee discovered that 
certain corporations had been system- 
atically and efficiently evading their 
taxes. The teachers forced the city- 
authorities to collect — and there was 
plenty of money for school needs. Now 
we know that the Department of Edu- 
cation of this city has not received 
enough money to build all the schools 
it should like to build. But perhaps if 
we convince the "city" that more 
money is really needed for school 
business, the money will be forth- 
coming. 



232 



THE H. S. T. A. BULLETIN 



ON SOME TREATY OBLIGATIONS OF THE UNITED STATES TO 

COLOMBIA PANAMA AND GREAT BRITAIN. 

WITH REPRINT OF SOURCES. 



WILLIAM T. MORREY, 
Head of Department of History, Bushwick High School. 



The History Section of the 
High School Teachers' Associa- 
tion, of New York City, had too 
much on its regular program for 
me to do much more than to 
state my question and ask them 
to print in the Bulletin. Since 
1892, when I first came to Brook- 
lyn, I have been in close touch 
with Spanish-American thought, 
in history, politics, and commerce. 
I spent a summer in Wash- 
ington among the archives of the 
Department of State, reading the 
reports of our South American 
ministers and consuls. 

The great trouble with the 
Spanish-Americans is their idea 
of the Monroe Doctrine. We 
sometimes sum it up as : "Ameri- 
ca for the Americans." This is 
a perfectly proper interpretation 
if by Americans we mean the in- 
habitants of North, Central and 
South America. But my Spanish- 
American friends say that we 
mean by the Monroe Doctrine, 
"America for the Yankees." 

They remember our acquisition 
of Texas, California, and Arizona 
from Mexico and Porto Rico 
from Spain. 

But more important than all of 
these for an understanding of 
their distrust, is the attitude of 
the United States towards Co- 
lombia. 

COLOMBIA. 

The statesmen and newspaper 
men of Spanish-America and the 
world sometimes know what the 
"average American" may not 
know, or may have forgotten, for 
example, he may have heard ex- 



President Roosevelt say : "I took 
Panama," but he may not know 
our treaty obligations at the time 
Soon after this taking of Pana- 
ma I asked Prof. Albert Bushnell 
Hart in Cooper Union, after a 
long speech of praise of Roosevelt 
"Did President Roosevelt break 
our Treaty of 1846 with New 
Granada." Professor Hart dared 
not answer to that great audience. 
He was still unwilling to an- 
swer after he became President of 
the American Historical Associa- 
tion. 

The nation must now answer. 
President Roosevelt in his Auto- 
biography, Macmillan Company, 
New York City, page 554 says: 

"Ever since 1846 we had had a 
treaty with the power then in con- 
trol of the Isthmus, the Republic 
of New Granada, the predecessor 
of the Republic of Colombia and 
of the present Republic of Pana- 
ma, by which treaty the United 
States was guaranteed free and 
open right of way across thelsth- 
mus of Panama by any mode of 
communication that might be con- 
structed, while in return our Gov- 
ernment guaranteed the perfect 
neutrality of the Isthmus with a 
view to the preservation of free 
transit. 

"For nearly fifty years we had 
asserted the right to prevent the 
closing of this highway of com- 
merce." 

This is true enough as far as it 
goes. But it is eloquent for what 
it omits. It fails to explain the 
deepseated distrust of American 
Diplomacy, found in Spanish- 
America. Lisrht is thrown on the 



THE H. S. T. A. BULLETIN 



233 



question by this Bidlack-Malleri- 
no Treaty of 1846, printed as still 
in force in 1910, the official Sen- 
ate Document 357 of the 61st Con- 
gress — 2nd Session — "Malloy's 
Treaties of the United States. 
1776-1909," Washington Printing 
Office, 1910, volume I, pages 302- 
314. 

After guaranteeing to New 
Granada, the perfect neutrality of 
the isthmus that free transit 
might not be interrupted or em- 
barrassed, it continues on page 
312: 

"And in consequence the Uni- 
ted States also guarantee in the 
same manner, the rights of sov- 
ereignty and property which New 
Granada has and possesses over 
the said territory." 

It is not my purpose to dis- 
cuss what some might call the un- 
seemly haste to prevent the 
French Panama Canal Company's 
forfeiture of rights and^ property 
to Colombia, 

Nor is it my purpose to discuss 
the failure of Colombia to sell us 
Panama Canal rights on our own 
terms. 

T am interested in the attitude 
of Spanish-America towards the 
United States. It seems to me 
that even if it were a "hold up,' : 
as charged, $40,000,000 for Colom- 
bia's rights would not have been 
too much, provided that therewith 
we had been able to retain the 
confidence of Latin America in 
our honesty of purpose, in our de- 
sire to keep our word to our own 
financial disadvantage, and in oui 
desire to give even the weakest 
a square deal. 

Those who think that the tak- 
ing of Panama from Colombia 
was a violation of our solemn 
treaty word, are divided into two 
classes : 

Some may believe that the 
breaking of the treaty was justi- 



fiable under the circumstances. 

Others who have read the 
whole of the Treaty of 1846 may 
feel that it was not worth while 
to break our word as a nation, 
merely to save a few million dol- 
lars or to have the canal built a 
year or so sooner or begun by 
some one man. 

Forbearance on our part, cour- 
tesy without unseemly haste, and 
a quiet firmness would probably 
have won for us all that we 
wanted, at a less price and with- 
out raising the question of our 
national honor. 

I believe that the Colombian 
people care more for their honor 
than they do for the $25,000,000 
offered them — more for an apol- 
ogy than for pay. 

Do we owe them an apology? 

On the decision of this question 
may rest the fate of the presi- 
dent the ex-president, and all 
political parties. 

WHAT OF TOLLS? 

In Bidlack-Mallerino Treaty of 
1846, "no other tolls 
levied on citizens of United States 
than is, under like circumstances 
levied upon, and collected from 
Granadian citizens." — Malloy's 
Treaties, Vol. I, page 312. 

In the Clayton-Bulwer Treaty 
of 1850, in Article VIII, referred 
to in Preamble to the Hay- 
Pauncefote Treaty of 1901, "the 
same canals or railways, being 
open to the citizens and subjects 
of _ the United States and Great 
Britain on equal terms" — Malloy's 
Treaties, Vol. I, page 663, lines 
4 and 5. 

In the Hay-Pauncefote Treaty 
of 1901, Article III, Rule I. The 
canal shall be free and open to the 
vessels of commerce and of war 
of all nations observing these 
Rules, on terms of entire equality. 
Malloy's Treaties, Vol. I, page 
783, lines 3, 4, and 5. 



234 THE H. S. T. A. BULLETIN 

WHAT ARE OUR DUTIES AS SHOWN BY THE TREATIES? 



SOURCES MENTIONED IN MR. MORREY'S PAPER. 



(Colombia) 
New Granada. 
1846 
Treaty of Peace, Amity, Navigation 
and Commerce. 
Concluded Dec. 12, 1846, — ratifica- 
tions, exchanged June 10, 1848; pre- 
claimed -Tan. 12. 1848. 

See 61 Cong. 2d Session. Senate Doc. 
357. Treaties, Conventions, Interna- 
tional Acts, Protocols and Agreements 
between the United States of America 
and other Powers 1776-1909. 
Compiled by Wm. M. Malloy in 2 Vols. 
Wash. Gov't Printing Office, 1910. 

Colombia, 1846 

New Granada 

Article XXXV, Malloy, Vol. 1, 

pp. 312-313 

The United States of America and 
the Republic of New Granada, desiring 
to make as durable as possible the 
relations which are to be established 
between the two parties, by virtue of 
this treaty, have declared solemnly, 
and do agree to the folloAving points: 

1st. For the better understanding 
of the preceding articles, it is and 
has been stipulated between the high 
contracting parties, that the citizens, 
vessels and merchandise of the United 
States shall enjoy in the ports of New 
Granada, including those of the part 
of the Granadian territory generally 
denominated Isthmus of Panama, from 
its southernmost extremity until the 
boundary of Costa Rica, 
all the exemptions, privileges and 
immunities concerning commerce and 
navigation, which are now or may here- 
after be enjoyed by Granadian citi- 
zens, their vessels and merchandise; 
and that this equality of favors 
shall be made to extend to the pas- 
sengers, correspondence and merchan- 
dise of the United States, in the i- r tran- 
sit across the said terriory, from one 
sea to the other. 

The Government of New Granada 
guarantees to the Government of the 
United States that the right of way 
or transit across the Isthmus of Pan- 
ama upon any modes of communica- 
tion that now exist, or that may be 
hereafter constructed, shall be open 
and free to the Government and citi- 
zens of the United States, to any other 
foreign country, shall not be liable to 



any import duties whatever; 

and for the transportation of any 
articles of produce, manufactures or 
merchandise of lawful commerce, be- 
longing to the citizens of the United 
States; 

that no other tolls or charges shall be 
levied or collected upon the citizens 
of the United States or their said mer- 
chandise thus passing over any road 
or canal that may be made by the 
Government of New Granada, or by the 
authority of the same, than is under 
like circumstances, levied upon or col- 
lected from the Granadian citizens; 

that any lawful produce, manufac- 
tures or merchandise, belonging to citi- 
zens of the United States, thus passing 
from one sea to the other, in either 
direction for the purpose of exporta- 
tion to any other foreign country, 
shall not be liable to any import du- 
ties whatever; 

or; having paid such duties they 
shall be entitled to drawback upon 
their exportation; 

nor shall the citizens of the United 
States be liable to any duties, tolls or 
charges of any kind, to which native 
citizens are not subjected for thus 
passing the said Isthmus. 

And. in order to secure to them- 
selves the tranquil and constant en- 
joyment of these advantages, 

and as an especial compensation for 
the said advantages, and for the favors 
they have acquired by the 4th, 5th and 
6th articles of this treaty, 

the United States guarantee, posi- 
tively and efficaciously, to New Gran- 
ada, by the present stipulation, the per- 
fect neutrality of the before-mentioned 
isthmus, with the view that the free 
transit from the one to the other sea 
may not be interrupted or embarrassed 
in any future time while this treaty 
exists; 

and, in consequence, the United 
States also guarantee, in the same 
manner, the rights of sovereignty and 
property which New Granada has and 
possesses over the said territory. 

2d. The present treaty sha 1 ! remain 
in full force and vigor for the term 
of twenty years from the day of the 
exchange of the ratifications; 

and from the same day the treaty 
that was concluded between the United 
States and Colombia, on the thirteenth 



THE H. S. T. A. BULLETIN 



235 



of October, 1824, shall cease to have 
effect, notwithstanding what was dis- 
posed in the first point of its 31st 
article. 

3d. Notwithstanding- the foregoing if 
neither party notifies to the other its 
intention of reforming any of, or all, 
the articles of this treaty twelve 
months before the expiration of the 
twenty years stipulated above, the said 
treaty sha,'l continue binding on both 
parties beyond the said twenty years, 
until twelve months from the time that 
one of the parties notifies its intention 
of proceeding to a reform. 

4th. If any one or more of the citi- 
zens of either party shall infringe, any 
of the articles of this treaty, 
such citizens shall be held personally 
responsible for the same and 
the harmony and good correspondence 
between the nations sha'l not be in- 
terrupted thereby; 

each party engaging in no way to 
protect the offender, or sanction such 
violation. 

5th. If unfortunately any of the ar- 
ticles contained in this treaty should 
be violated or infringed in any way 
whatever, 

it is expressly stipulated that neither 
of the two contracting parties shall or- 
dain or authorize any acts of reprisal, 
nor shall declare war against the other 
on complaints of injuries or damages, 

until the said party considering it- 
self offended shall have laid before the 
other a statement of such injuries or 
damages, verified by competent proofs, 
demanding justice and satisfaction, 

and the same shall have been denied, 
in violation of the laws and of inter- 
national right. 

6th. Any special or remarkable ad- 
vantage that one or the other power 
may enjoy from the foregoing stipula- 
tion, are and ought to be always under- 
stood in virtue and as in compensation 
of the obligations they have just con- 
tracted, and which have been specified 
in the first number of this article. 
ARTICLE VIII. 
Clayton- Bulwer Treaty of 1850. 
Quoed in Preamble to Hay-Pancefote 

Treaty of 1901. 
(Malloy's Treaties, Vol. I. pp. 662-663.) 

The Governments of the United 
States and Great Britain having not 
only desired, in entering into this con- 
vention, to accompish a particular ob- 
ject, but also to establish a general 
principle, they hereby agree to extend 
their protection, by treaty, stipulations, 
to any other practicable communica- 
tions, whether by canal or railway, 
across the isthmus, which connects 



North and South America, and espe- 
cially_ to the interoceanic communica- 
tions, should the same prove to be prac- 
ticable, whether by canal or railway, 
which are now proposed to be estab- 
lished by the way of Tehuantepec or 
Pknama. In granting, however, their 
joint protection to any such canals or 
railways as are by this article specified, 
it is always understood by the United 
States and Great Britain that the par- 
ties constructing or owning the same 
shall impose no other charges or con- 
ditions of traffic thereon than the 
aforesaid Governments shall approve 
of as just and equitabe; and that the 
same canals or railways, being open to 
the citizens and subjects of the United 
tSates and Great Britain on equal 
terms, shall also be open on like terms 
to the citizens and subjects of every 
other State which is willing to grant 
thereto such protection as the United 
States and Great Britain engage to 
afford 

TREATY 
to Facilitate the Construction of a Ship 

Canal. 
Concluded November 18, 1901; Ratifica- 
tion Advised by Senate, December 16, 
1901; Ratified by President, Decem- 
ber 26, 1901; Ratifications Exchanged 
February 21, 1902; Proclaimed Feb- 
ruary 22, 1902. 
(Malloy I, 782-4.) 

ARTICLES, 

I. Convention of April 19th, 1850. 

II. Construction of Canal. 

III. Rules of Neutralization. 

IV. Change of Sovereignty. 

V. Ratification. 

The United States of America and 
His Majesty Edward the Steventh, of 
the United Kingdom of Great Britain 
and Ireland, and of the British Domin- 
ions beyond the Seas, King and Em- 
peror of India, 

being desirous to facilitate the con- 
struction of a ship canal to connect th 
At' antic and Pacifis Oceans, by what- 
ever route may be considered expe- 
dient, 

and to that end to remove any objec- 
tion which may arise out of the Con- 
vntion o fthe 19th April, 1850, common- 
ly called the Clayton -Bulwer Treaty, 
to the construction of such canal un- 
der the auspices of the Government of 
the United States, 

without impairing the "general prin- 
ciple" of neutralization established in 
Article VIII. of that Convention. 

have for that purpose appointed as 
their Pfenipotentaries: 

The President of the United States, 
John Hay, Secretary of State of the 



236 



THE H. S, T. A. BULLETIN 



United States of America; 

And His Majesty Edward the Sev- 
enth, of the United Kingdom of Great 
Britain and Ireland, and of the British 
Dominions beyond the Seas, King- and 
Emperor of India, the Right Honour- 
able Lord Pauncefote, G.C.B., G.C.M.G, 
His Majesty's Ambassador Extraordin- 
ary and Plenipotentiary to the United 
States; 

While having- communicated to each 
after their full powers which were 
found to be in due and proper form, 
have agreed upon the following^ Ar- 
ticles: — ■ 

ARTICLE I. 
The Hig-h Contracting Parties agree 
that the present Treaty shall supersede 
the afore-mentioned Convention of the 
19th April, 18R0. 

ARTICLE II. 
It is agreed that the canal may be 
constructed under the auspices of the 
Government of the United States, 
either dire itTy at its own cost, or by 
gift or loan of money, to individuals 
or Corporations, or through subscrip- 
tion to or purchase of stock or shares, 
and that, subject to the provisions of 
the present Treaty, the said Govern- 
ment shall have and enjoy all the 
rights incident to such construction, as 
well as the exclusive right o F providing 
for the regulation and management of 
the canal. 

ARTICLE III. 
The United States adopts, as the 
basis for the neutralization of such ship 
canal, the fol owing Rules, substantial- 
ly as embodied in the Convention of 
Constantinople, signed the 2Sth Octo- 
ber, 1888, for the free navigation of 
the Suez Canal, that is to say: 

1. The canal shall be free and open 
to the vessels of commerce and of war 
of all nations observing these Ru'es, 
on terms of entire equality, so that 
there shall be no discrimination against 
any such nation, or its citizens or sub- 
jects in respect of the conditions or 
charges of traffic, or otherwise. Such 
conditions and charges of traffic shall 
be just and equitable. 

2. The canal shall never be bio le- 
aded, nor shall any right of war be 
exercised nor any act of hostility be 
committed within it. The United 
States, however, shall be at liberty to 
maintain such mi itary police along 
the canal as may be necessary to pro- 
tecet it against lawlesness and dis- 
order. 

3. Vessels of war of a belligerent 
shall not revictual nor take any stores 
in the canal except as far as may be 
strictly necessary; and the transit of 
such vessels through the canal shall 



be effected with the least possible de- 
day in accordance with the Regula- 
tions in force, and with only such in- 
termission as may result from the nee 
essities of the service. 

Prizes shall be in all respects sub- 
ject to the same Rule as vessels of 
war of the belligerents. 

4. No belligerent shall embark or 
disembark troops, munitions of war, or 
warlike materials in the canal, except 
m case of accidental hindrance of the 
transit, and in su^h case the transit 
shall be resumed w ; th a"l possible dis- 
patch. 

5^ The provisions of this Article 
Khali applv to waters adjacent to the 
canal. witlr n 3 marine miles of e : ther 
end. Vesels o" war of a belligerent 
shall not remain in such waters longer 
!han twenty-four hours at any one 
tune, except bi rase of distress, and in 
s.uch case, shall depart as soon as -pos- 
sible: but a vessel of war of one bel- 
ligerent shall not depart within twenty- 
four hours from the - departure o" a 
vessel of war of the other belligerent. 
6. The plant, establishments, build- 
ings and all work necessary to the 
construction, maintenance, and opera- 
tion of the canal shall be deemed to be 
rart thereof, for the purposes of this 
Treaty, and in time of war, as in time 
of peace, shall enjoy complete immun- 
ity r rom attack or injury by belliger- 
ents, and from acts calculated to im- 
pair their usefulness as part of the 
efiPai 

ARTRSCLE IV. 
It is agreed that no change of terri- 
torial sovereignty or of the interna- 
tional relations of the country or coun- 
tries traversed by the before-mentioned 
canal shall affect the general principle 
of neutralization or the obligation of 
the High Contracting Parties under the 
present Treaty 

ARTICLE V. 
The present Treaty shall be ratified 
by the President of the United States 
by and with the advice and consent of 
the Senate thereof and by His Britan- 
nic Majesty; and the ratifications shall 
be exchanged at Washington or at 
Tendon at the earliest possible t'me 
within s J x months from the date here- 
of. 

In faith whereof the respective Pleni- 
potentiaries have signed this Treaty 
and thereunto affixed their seals. 

Done in duplicate at Washington, 
the 18th day of November, in the year 
of Our Lord one thousand nine hund- 
red and one. 

JOHN HAY (SEAL) 
PAUNCEFOTE (SEAL) 



[H. S. T. A. BULLETIN No. 45] 



Directory of High Schools 
of New York City 



MAY, 1914 



Prepared for the 

High School Teachers' Association 

of 

New York City 



Under the Direction of 

WILLIAM T. MORREY, President 

1911-1914 



/ 



Printed by Brown Bros., 225 W. 39th St., New York City 



PREFACE 

This Directory is the product of the following notice in the November, 1913, 
Bulletin No. 41, in the December 7th Bulletin, and in the March 7, 1914, Bulletin: 

Materials for Directory 
Senior Representatives will kindly send at once to the President the follow- 
ing information revised to November 30, 191 3, or later: 

(1) A Library Card for every teacher, showing: (1) Name (last Name 
first); (2) position; (3) subject; (4) high school; (5) home address; 
(6) telephone. 

(2) Two complete lists of teachers by departments, each department on 
separate sheets of paper. 

(3) An alphabetical list of all teachers in school, ready to go to printer. 

The responses of some of the High Schools were very prompt, showing 
that their Senior Representatives read the Bulletins, and carry out instruc- 
tions immediately and exactly. Aside from planning the Directory I have had 
little to do except where Senior Representatives have been careless. 

Director Albert Shields of the Division of Reference and Research has been 
very prompt and very obliging in furnishing the lists of those holding First 
Assistant Licenses, Assistant Licenses, and Substitutes' Licenses. 

The paid-up membership for the year 1913-1914 was on May 21, 1914, 
1,117, as compared with 857 for 1912-1913 and 731 for 1911-1912. 

In case of doubt about a given teacher compare his name in long alphabetical 
list, and also both under his High School and under his department headings. 

Those seeking substitutes should examine the long alphabetical list, because 
many with substitute licenses are regularly employed in some High Schools. 
Substitutes who have not done so are advised to report their telephone numbers, 
etc., on a postal to every principal and to every teacher in charge of annex. 

Those interested in knowing when a given teacher entered the system, and 
what his salary is, may consult the City Record Supplementary Number of City 
Employes for January 31st or July 31st. Price, $2.50. 

The lists are printed as sent in. The alphabetical lists and department lists 
were sent back to schools for revision. 

Corrections and changes in this Directory may be sent to me for Bulletin 
No. 46. I had planned to issue this in June, but with the consent of President- 
elect Pugh I shall defer issuing it until after my return from South America. 
Only the most loyal co-operation of Brown Brothers has enabled me to issue 
this Directory before leaving. 

The Directory has, grown beyond the size as originally planned. I have 
tried to make it up to date, but infallibility is not claimed. Those desiring 
more and later information should address Associate Superintendent Clarence 
E. Meleney, 500 Park Avenue. There have been some changes in some of the 
Courses of Study as well as new Courses. 

During the last three years I have had much hard work, but a thoroughly 
enjoyable time. Thanking my fellow teachers for their loyal support and 
many kindnesses, I am, Sincerely, 

William T. Morrey. 

535 West 111th Street, New York City, May 30, 1914. 

239 



CONTENTS. 

Preface 239 

Table of Contents 241 

Constitution 242 

Officers, 1913-1914; Officers-Elect. 1914-1915 243 

Courses of Study in New York City High Schools, as outlined for the Hanus Committee. 244 

Directory of High Schools of New York City 246 

List of Teachers by High Schools: 

Bay Ridge 247 

Boys' 247 

Bryant 248 

Bushwick 249 

High School of Commerce 250 

Commercial 251 

Curtis 252 

De Witt Clinton 253 

Eastern District 254 

Erasmus Hall 255 

Evander Childs' 256 

Far Rockaway 257 

Flushing 257 

Girls' 258 

Jamaica 259 

Julia Richman 259 

Manual Training 260 

Morris . . . 262 

Newtown 263 

Richmond Hill 263 

Stuy vesant 264 

Wadleigh 265 

Washington Irving 266 

Teachers — Classified by Departments: 

Accounts 269 

Biology 269 

Bookbinding 269 

Clerical Assistants 269 

Chemistry (See also Physical Science) 270 

Commercial 270 

Domestic Art 271 

Domestic Science and Cooking 271 

Drawing 271 

Economics 272 

Elocution 272 

English 272 

French 273 

German . . . 274 

Greek 275 

History . 275 

Laboratory Assistants 276 

Latin 276 

Librarians 276 

Library Practice 277 

Manual Training 277 

Mathematics 277 

Music 278 

Physical Training 278 

Physical Science and Biology 279 

Physics and Chemistry 279 

Physiography 279 

Spanish , . 279 

Stenography and Typewriting. . : - 280 

Study Hall 280 

First Assistants in High Schools of New York City 282 

List of First Assistant License Holders (May 15, 1914) 283 

List of Licensed Assistants not Appointed. ..."..' 284 

List of High School Substitutes (May 15. 1914) — Classified. 291 

Alphabetical List of All High School Teachers 298-338 



CONSTITUTION 
Adopted March 2, 1900 

ARTICLE I 

Name 
Section 1. This organization shall be known as the High School Teachers' Association of New 
York City. (Adopted May 10, 1902.) 

ARTICLE II 
Object 

Section 1. The object of this Association shall be the advancement of secondary education and the 
promotion of teacher's interests. 

ARTICLE III 
Membership 
Section 1. Any teacher of the public high schools of the Boroughs of Manhattan and The Bronx, 
who shall sign the Constitution and pay the annual dues, within the month of March, 1900, shall be 
a Charter Member of the Association. 

Sec. 2. Any teacher in a public high school in New York City may become a member of this 
Association by signing the Constitution and paying the annual dues to the Treasurer. (Adopted May 
10, 1902.) 

ARTICLE IV 

Officers 

Section 1. The officers of this Association shall be a President, a Vice-President, a Secretary and 
a Treasurer. 

Sec. 2. The duties of these officers shall be such as usually devolve upon the officers named. 

Sec. 3. Officers shall be elected at the last regular meeting of the school year. Election shall be 
bv ballot,- and a majority of the votes cast shall be necessary for an election. 

ARTICLE V. 

Board of Representatives 

Section 1. There shall be a Board of Representatives, consisting of the members of the Executive 
Committee and of the representatives chosen from the several high schools ; each school is to be 
entitled to one Representative for every ten members of the Association ; provided, however, that each 
school shall be entitled to at least one representative. 

Sec. 2. After 1905, Representatives shall be elected by ballot during the week preceding the regular 
meeting in May, and shall hold office for one year; in 1905 the time of election shall be fixed by the 
Executive Committee. Due notice of such election shall be given to each school by the President. 
Vacancies may be filled by the Board of Representatives at any meeting. 

Sec. 3. The Board of Representatives shall meet on the last school Tuesday of each month, 
excepting September and June, and shall have the power to act upon all matters affecting the Asso- 
ciation. -_ 

Sec. 4. The President of the Association shall be ex-officio Chairman of the Board of Representa- 
tives. 

ARTICLE VI 
o Committees 

Section 1. There shall be an Executive Committee, consisting of the four officers and three other 
members chosen by ballot at the same time and in the same manner as the officers. The Executive 
Committee shall approve all appropriations of funds and shall audit and direct the payment of all bills. 

Sec. 2. There shall be a Committee on Teachers' Interests, consisting of nine members, including 
the President. This Committee shall be appointed by the President to serve for one year, and shall 
report monthly to the Board of Representatives. 

Sec. 3. There shall be a Committee on Secondary Education, consisting of nine members, including 
the President. This committee shall be appointed by the President, and shall serve for one year. It 
shall prepare programs for the four regular meetings of the Association, and shall report from time to 
time on matters of educational interest. 

ARTICLE VII 
Meetings 

Section 1. Four regular meetings shall be held every year. 

Sec. 2. The meetings shall be held on the first Saturdays of October, December, March and May 
of each year, unless otherwise ordered by the Executive Committee, and at a time and place to be 
designated by the Executive Committee. (Adopted May 4, 1901.) 

Sec. 3. A special meeting of the Association may be called by the Executive Committee whenever 
the interests of the Association seem to demand it. The President of the Association shall be required 
to call a special meeting upon the demand of ten members of the Association. Due notice of such 
meetings must be given to all members of the Association. 

Sec. 4. Thirty members of the Association shall constitute a quorum for the transaction of all 
business. 

ARTICLE VIII 
Duet 

Section 1. The annual dues shall be One Dollar, payable at the first regular meeting of the school 
year. 

242 









ARTICLE IX 

Amendments 
Section 1. This Constitution may be amended at any regular meeting by a three-fourths rote of 
the members present, provided due notice of the proposed amendment shall have been made at a pre- 
ceding regular meeting. (Adopted May 4, 1901.) 

ARTICLE X 
Ratification 
Section 1. This Constitution shall go into effect immediately upon its adoption. 



OFFICERS, 1913-1914 

PRESIDENT William T. Morrey, Bushwick High School 

VICE-PRESIDENT. Miss Jessie H. Bingham, De Witt Clinton High School 

SECRETARY Miss Mary J. Bourne, Morris High School 

TREASURER Dr. Loring B. Mullen, Girls' High School 



Additional Members of Executive Committee 

Mr. Aaron I. Dotey, De Witt Clinton High School Miss H. Elizabeth Seelman, Girls' High School 

Mr. Alexander L. Pugh, High School of Commerce 

Representatives in High School Teachers' Association 1913-1914 

BAY RIDGE— "Emberson E. Proper EVANDER CHILDS— *M. W. Greditser 

Mabel R. Benway Clayton G. Durfee 

Emil Gluck Louis B. Cohn 

BOYS'— Charles E. Ovelholser ERASMUS HALL— *Preston C. Farrar 

Francis T. Hughes Ge.orge E. Boynton 

Frederick B. Jones Alice C. Howe 

S. Ridley Parker Edith M. Everett 

Alfred A. Tansk FAR ROCKAWAY— *Elme M. Van Dusen 

BRYANT— "Harry K. Munroe Emily M. Jennison 

Margaret C. Byrne FLUSHING— "Annie Ross 

BUSHWICK— *George M. Falion GIRLS'— "Loring B. Mullen 

Mary E. Green H. Elizabeth Seelman 

Anna E.' Stanton JAMAICA — * Edward McNamara 

Grace Helene Miller (Annex 129) Christiana Busbee 

Nathan Liebowitz Josephine D. Wilkin 

Louise Smith (Annex 75) Roscoe A. Grant 

Arthur Goodman JULIA RICHMAN— David L. Arnold 

COMMERCIAL— "Harry M. Love MANUAL TRAINING— *A Latham Baker (John 

Edwin A. Bolger „. son S t£ et „ A " nex > . „ .,.. - t . . , 

George W. Harman ?J ea . nor J?" , Ba , ker (Main Buildin S> 7th A ve.) 

Benjamin C. Gruenberg ™ anon A ^kedorn 

COMMERCE— *Tulius Blume ^, ar5 J A ' J 1 *? fTi 4 . . . 

Horace G. Healey Charles Perrme (Prospect Avenue Annex) 

Alfred H. Lewis ^nh^"* f mth r 
Alexander L. Pugh MORRIS— *Agnes Can- 
George H. Van Tuyl £ a T e i L. Constantine 
William S. Schlauch £red °> White 
CURTIS-'Mabel G. Burdick Sford L Cutler 

^Cla" d T e T T- B J™£ M . . _ _ t NEWTOWN-*George H. Kingsbury 

DE WITT CLINTON— * Aaron I. Dotey Alexander H. Zerban 

Edgard A Bedford RICHMOND HILL— ♦William E. Stilson 

Edmund W.Foote Gertrude M. Leete 

George W. Hunter STUYVESANT— *John Messenger, Jr. 

0, s , car W. Anthony Toseph L. Beha 

Ellen E Garngues Murray Bruce 

£? ye , tte f • Moyer Stanley A. Gage 

Charles E Timmerman Henry E. Hein 

Jesse E. Whitsit Henrv H. Goldberger 

Harry B. Penhollow T. Harry Knox 

EASTERN DISTRICT— "Elizabeth R. Hoy Wm T Wyman 

Edith M Brace WADLEIGH-* William W. Clendenin 

Agnes M. Loughran Helen E. Bacon 

Frederick H. Paine WASHINGTON IRVING— 'Elizabeth A. Roche 

Charles Dixon Mary C. Craig 

Frank P. Baltz E. Mabel Skinner 

"Senior Representatives 

OFFICERS-ELECT, 1914-1915 

RESIDENT . , Alexander L. Pugh, High School of Commerce 

^CE-PRESIDENT Miss Jessie H. Bingham, De Witt Clinton High School 

TPFAQTTOin -.Anna E. Stanton, Bushwick High School 

1REASURER Dr. Loring B. Mullen, Girls' High School 

Additional Members of Executive Committee 

Mr. Aaron L. Dorey, De Witt Clinton High School Mr. Frederick C. White, Morris High School 

Mr. Wm. T. Morrey, Bushwick High School 

243 






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,245 



DIRECTORY OF HIGH SCHOOLS OF NEW YORK CITY. 

Principal 
School Telephone Location or Teacher in Charge 

of Annex 

Bay Ridge 711 Bath Beach 86th St., near 18th Ave. (P. S. 101) Harry A. Potter, 

Annex 1273 Bay Ridge 92d St. and Gelston Ave. (P. S. 104) 

Boys' .690 Bedford Marcy and Putnam Aves. and Madison St.James Sullivan. 

Bryant 40 Astoria Wilbur Ave., Academy and Radde Sts., 

L. I. City Peter E. Demarest. 

Annex 1146-W Astoria Van Alst Ave., near Flushing Ave., L. I. 

City (P. S. 7) 

Bushwick 3403 Bushwick 400 Irving Ave Frank Rollins. 

Annex 13 Bushwick Evergreen Ave., Ralph and Grove Sts. 

(P. S. 75) William T. Morrey. 

Annex 3514 Bushwick Quincy St., near Stuyvesant Ave. (P. S. 

129) Lewis B. Semple. 

Commercial 3732 Bedford Albany Ave., Bergen and Dean Sts William Fairley. 

Annex 7736 Bedford Bedford and Jefferson Sts W. E. Doggett. 

Curtis 351-J Tompkinsville . . Hamilton Ave. and St. Marks PI., New 

Brighton D. L. Feldman. 

Annex 922-J Tottenville Academy PI., Tottenville (P. S. 1) 

De Witt Clinton 4175 Columbus 10th Ave., 58th and 59th Sts John L. Tildsley. 

Eastern District 4565 Williamsburgh. .Marcy Ave., Rodney and Keap Sts W. T. Vlymen. 

Annex 1715 Greenpoint Havemeyer, N. 6th and 7th Sts. (P. S. 

143) Anna L. Phillips. 

Erasmus Hall 288 Flatbush Flatbush Ave., near Church Ave W. B. Gunnison. 

Evander Childs 643 Westchester Randolph, St. Lawrence and Hammond 

Aves. (P. S. 47) Gilbert S. Blakely. 

Annex 5634 Tremont 196th St., Bainbridge and Driggs Aves. 

(P. S. 46) 

Far Rockaway 95 Far Rockaway . . . Far Rockaway S. J. Ellsworth. 

Flushing 321 Flushing Sanford Ave., Flushing J. H. C'ark. 

Girls' 372 Bedford Nostrand Ave., Halsey and Macon Sts...W. L. Felter. 

Annex 5926 Prospect St. Marks and Classon Aves. (P. S. 42) . . M. Ellen Barker. 

H. S. of Commerce. .2658 Columbus 65th and 66th Sts., west of Broadway *Walter G. Eddy. 

Annex 8114 Bryant 120 W. 46th St. (P. S. 67) Alfred C. Bryan. 

Jamaica 165 Jamaica Hillside Ave., Jamaica T. C. Mitchill. 

Julia Richman 4557 Chelsea 60 West 13th St A. M. Wolfson. 

Annex 8437 Schuyler 82d St. and West End Ave. (P. S. 9) David L. Arnold. 

Annex 5748 Lenox 434 E. 88th St. (P. S. 66) Idelette Carpenter. 

Manual Training 1380 South 7th Ave., 4th and 5th Sts C. D. Larkins. 

Annex 24 South Prospect Ave., opposite Reeve PI Charles Perrine. 

Annex 2627 Main Duffield, Johnson and Gold Sts Arthur L. Baker. 

Morris 605 Melrose 166th St., Boston Rd. and Jackson Ave. .John H. Denbigh. 

Annex 2360 Melrose Mott Ave. and 144th St. (P. S. 31) Irving A. Heikes. 

Newtown 40 Newtown Elmhurst J. D. Dillingham. 

Annex 122 Newtown Elmhurst (P. S. 89) 

Richmond Hill 26 Richmond Hill Elm St., Richmond Hill Isaac N. Failor. 

Stuyvesant 3739 Stuyvesant. .... 15th and 16th Sts., west of 1st Ave E. R. von Nardroff. 

Wadleigh 1892 Morningside 114th and 115th Sts., west of 7th Ave Stuart H. Rowe. 

Annex 4865 Harlem 138th St., west of 5th Ave. (P. S. 100) .. Katharine A. Speir. 

Washington Irving.. 3292 Stuyvesant Irving PI., 16th and 17th Sts W. McAndrew. 

*Acting. 

24* 



• 




LIST OF TEACHERS 



BAY RIDGE HIGH SCHOOL. 



Potter, Harry A, Principal 
*Allen, Winifred S. 
•Avirett, Mrs. May G. 
Back, Elizabeth M. 
Baggs, Martha 
Barclay, Margaret 
*Barlow, Margaret M. 
I Benway, Mabel R. 
: Bessey, Mabel A. 
! *Bruckman, Louisa 
•Cahill, John P. 

Coffin, Isabell.e P. 
'. Combs, Adelaide W. 
•Covello, Leonard 
| Eddy, Elise S. 
i Edelson, Emanuel M. 
■ Faust, Charlotte C. 
i *Gaynor, Carrie 

Gilliland. Alice M. 
|*Gluck, Emil 
I 'Goldstein, Alexander 
|i Grant, Alice C. 
t Grossman, Lena M. 
'I Hamilton, Alma L. 
I Harding, Helen E. 
L Kearney, Maurice W. 
i*Lawton, Maxwell F. 
|*Lippner, Simon L. 
Sj*MacKay, David L. 
l*Mackey, Arthur J. 
[! Medalie, Carrie K. 
[' Morrill, Frances U. 
i Constance, Morris 
|[ Morris, Eugene C. 
r*Natelson, Rachel 
r*Phillips, Sara J. 
l;*Proper, Emberson E. 

Putz, Edward H. 
i ' Quirk, Cecile 
•Robinson, Eva A. 
• Robinson, L. A. 
Rosmarin, Michael 
•Rubenstein. Jacob 
*Saphier, Conrad T. 
Schmidt. Clara E. 
• *Schuyler, Elmer 
Sheils, Frances B. 
*Smithers, Herlinda G. 
I Sugarman, Arthur M. 
Thompson. Martha 
■Toglia, Vito 
Trench, Ruth 



Ward, Mercedes 
Weeks, Marion I. 
Wicks, Helen D. 
Williams, Margaret 
*Zinman, Meyer 



BY DEPARTMENTS. 

Biology Department 

Bruckman, Louisa 
Baggs, Martha 
Barclay, Margaret 
Thompson, Martha 

Commercial Branches. 
Cahill, John P. 
Edelson, Emanuel M. 
Gluck, Emil 
Mackey, Arthur J. 
Putz, Edward H. 

Drawing Department. 

Combes, Adelaide M. W. 
Hamilton, Alma L. 

Domestic Science Department. 
(Cooking) 
Gaynor, Carrie 
Williams, Margaret 

English Department. 

Bessey, Mabel A. 
Coffin, Isabelle P. 
Goldstein, Alexander 
Harding, Helen E. 
Natelson, Rachel 
Phillips, Sarah J. 
Trench, Ruth 
Wicks, Helen D. 

Elocution. 
Weeks, Marion I. 

French Department 
Covello, Leonard 
Morrill, Frances U. 
Quirk, Cecile 



German Department. 

Avirett, Mrs. May G. 
Faust, Miss Charlotte C. 
Lippner, Simon L. 
Grossman, Mrs. Lena 
Robinson, Eva A. 
Schmidt, Clara E. 

History Department 
Proper, Emberson E. 
Rubenstein, Jacob 

Latin Department 

Allen, Winifred S. 
Lawton, Maxwell F. 
Medalie, Mrs. Carrie K. 
Grant, Alice C. 

Mathematics Department 
Back, Elizabeth M. 
Benway, Mabel R. 
Barlow, Margaret M. 
Eddy, Elise S. 
Gilliland, Alice M. 
Mackey, Arthur J. 
Schuyler, Elmer 

Music Department 
Morris, Eugene C. 

Physical Training Department 
Ward, Mercedes 

Physics and Chemistry 
Kearney, Maurice W. 
Robinson, L. A. 

Physiography Department 
Robinson, L. Archibald 

Stenography and Typewriting 
Rosmarin, Michael 
Saphier, Conrad J. 
Sugarman, Arthur M. 
Zinman, Meyer E. 

Spanish Department 
Smithers, Herlinda G. 

Clerical Assistants 
Sheils, Frances B. 



BOYS' HIGH SCHOOL. 



*Alden, Henry T. 
•Andrews, William H. 
•Bates, Clifton W. 
•Bechert, Alexander O. 
•Bergstresser, C. A. 
•Bishop, M. L. 

Becker, Clarence H. 

Blanchard, D. Hiram 
*Boyd, Maurice C. 

Brill, Abraham 
•Brummer, Sidney D. 
•Butterick, Harold E. 



Campbell, Joseph A. 
•Clark, Clinton 
•Cohen, A. Broderick 

Cook, Charles G. 

Curtis, Henry S. 

Daniels, Ernest D. 
•Diller, James G. 

Dinsmore, Ernest L. 

Downing, George B. 
*T>oyle. Thomas L. 
•Edwards, William H. 

Esselstyn, Henry H. 



* Indicates membership in H. S. T. A. for 1913-1914. 

247 



•Fairchild. Ralph P. 
•Fisher, William W. 

Flint, G. C. 
•Flint, Thomas 
•Fontaine. Andre C. 
•France, Sanford D. 

Freeborn, Frank W. 
*Gemson, Irving 
■ Gray, James E. 
•Hamilton. Charles A. 

Hanna, Albert S. 
•Hanson, George C. 



HIGH SCHOOL DIRECTORY 



*Hobson, George P. F. 
♦Hopkins, Walter D. 
*Hughes, Charles E. 
♦Hughes, Francis T. 
♦Jacobs, Leo 

Jaffe, Isidore 
♦Janes, Arthur L. 
♦Jeffords, C. R. 
♦Jenner, William A. 

Johnston, Henry 
♦Jones, F. B. 
♦Kaine, Joseph M. 
♦Levine, Herman B. 
♦Lewis, Frederick Z, 

Mattes, Max H. 
♦McCartney, Hoge 

McDowell, John D. 
♦Munson, Daniel G. 
♦Overholser, Charles E. 
♦Parker, S. Ridley 
♦Parsons, Edward B. 
♦Parsons, Herbert H. 

Pasternak, Nathaniel 

Pasternak, Jesse 
♦Raiman, Robert I. 
♦Reynolds, James I. 
♦Reynolds, Lewis G. 
♦Richardson, Roy S. 
♦Riess, Ernst 
♦Rogers, William W. 
♦Smith, Ernest E. 
♦Spaulding, Frank B. 

Stannard, J. E. 

Stebbins, Charles M. 

Stone, Limond C. 

Sullivan, James 
♦Swenson, John A. 
♦Tausk, Alfred A. 
♦Tressler, Jacob C. 
♦Weaver, Eli W. 
♦White, Walter C. L. 
♦Wilson, Henry E. 
♦Wilson, James F. 
*Wood, George C. 
♦Yoder, Arthur L. 



BY DEPARTMENTS 

Department of Biology 
Lewis, Mr., Chairman 
Hanna, Mr. 
Hughes, C. E. 
Hughes, F. T. 
Kaine, Mr. 
Richardson, Mr. 
Wood, Mr. 
Pasternak Mr. (Sub.) 

Department of Classics. 
Riess, Dr., Chairman. 
Daniels, Mr. 
Edwards, Mr. 
Flint, Thomas 
Freeborn, Mr. 
Hobson, Mr. 
Hopkins, Mr. 
Janes, Mr. 
Jenner, Mr. 
Jones, Mr. 
Jeffords, Mr. 
Reynolds, J. 
Wilson, H. 

Drawing Department 

Pasternak, N., Chairman. 
Bovd, Mr. 
Diller, Mr. 
White, Mr. 

Department of English. 
Fisher, Mr., Chairman 
Brill, Mr. 
Buttrick, Mr. 
Courtney, Mr. 
Doyle, Mr. 
Edelstyn, Mr. 
Johnston, Mr. 
Levine, Mr. 
McCartney, Mr. 
Munson, Mr. 
Raiman, Mr. 
Stebbins, Mr. 
Tressler, Mr. 
Hanson, Mr., Substitute 



History Department 
J. F. Wilson, Chairman. 
Becker, Mr. 
Brummer, Mr. 
Parsons, H. H. 
Rogers, Mr. 
Smith, Mr. 
Jacobs, Mr. 

Mathematics Department 
Parsons, E. B., Chairman 
Bishop, Mr. 
Bergstresser, Mr. 
Blanchard, Mr. 
Clark, Mr. 
Downing, Mr. 
France, Mr. 
Hamilton, Mr. 
McDowell, Mr. 
Stone, Mr. 
Swenson, Mr. 
Weaver, Mr. 
Gray, Mr. (Sub.) 

Modern Languages Department 
Overholser, Mr., Chairman. 
Bates, Mr. 
Bechert, Mr. 
Cohen, Mr. 
Fontaine, Mr. 
Reynolds, L. 
Tausk, Mr. 

Music Department 
Flint, G. C, Chairman 
Campbell, Mr. 

Physical Science Departmentt 

Spaulding, Mr., Chairman. 
Cook, Dr. 
Curtis, Mr. 
Dinsmore, Mr. 
Stannard, Mr. 
Yoder, Mr. 

Physical Training Department. 
Andrews, Mr., Chairman. 
Fairchild, Mr. 
Gemson, Mr. 



BRYANT HIGH SCHOOL. 



Demarest, Peter E., Principal. 

Abraham, Nathan 

Acker, Margaret K. 
'Arthur, L. Louise 

Banghart, Elizabeth 

Becker, Nathaniel 

Bement, Frederic 
'Byrne, Margaret C. 

Carll, Lydia A. 
"Carter, Bertha 
"Courtney, Bertha F. 
"Darrin, Mrs. Mary R. 

Dickson, Tenny V. 

Ellert, John F. 

Lrhardt, Helen 
'Finch, Mrs. Anna O. 

Gambier, Louise M. 
'Garrity, Julia F. 

Grubman, Adolph J. 
'Heermance, Emma W. 
"Tones, Frances E. 
"Joseph, Myrtle J. 
♦Lewis, Edward F. 
"Loewy, George J. 
"Mclntyre, Edith A. 
"McKinney, May 



McMahon, M. Mabel 
♦Munroe, Harry K. 
*Noble, Helen G. 

Perry, Mabel L. 
♦Price, Anna G. 
♦Riblet, Mary V. 

Rosenbluth, Henry 

Rothholz, Meta 

Schachtel, Elsie 

Schroeder, Mrs. Anita 

Shaw, M. Edna 
♦Snow, Ella M. 

Steinberg, Pauline 

Sunderland, Florence 
♦Swett, Carolyn P. 

Thayer, Annie M. 

Thorne, Frederick 

Van Leeuwen, Mary 
♦Vincent, Charlotte M. 

Vogt, Charles A. 

Waldman, Mark 
♦Welch, Alberta 
♦Wilmot, Mabel 

Wilson, George W. 

White, Cornelia F. 
248 



BY DEPARTMENTS 

Substitutes 

Thorburn-Artz, Lucretia M. 
Froendt, A. H. 

Clerical Assistants 
Perry, Mabel L. 
Van Leeuwen, Mary 

Commercial Department 

Abraham, Nathan 
Courtney, Bertha 
Lewis, Edward F. (Chairman) 
Rosenbluth, Henry 
Steinberg, Pauline 

Domestic Art Department 
Noble, Helen G. 

Domestic Science Department 
Mclntyre, Edith 

Drawing Department 
Price, Anna G. 



Thorburn-Artz, L. M. (Substitute) 

English Department 
Acker, Margaret K. 
Carll, Lydia A. (Elocution) 
Erhardt, Helen 
Heermance, Emma W. 
Tones, Frances E. 
Munroe, H. K. (Chairman) 
Riblet, Mary V. 
Sunderland, Florence 

of absence) 
Wilmot, Mabel 

History Department 
Arthur, L. Louise 
Dickson, Tenny V. 

Latin Department 

McKinney, May 
McMahon, M. Mabel (Chairman) 



H. S. T. A. BULLETIN 

Manual Training Department 
Grubman, Adolph J. 
Thorne, Frederick 
Vogt, Charles A. 

Librarian 

Thayer, Annie M. 

Mathematical Department 
Byrne, Margaret C. 
Garrity, Julia F. 
Rothholz, Meta 
Shaw, M. Edna 
Welch, Alberta M. (Chairman) 

Modern Language Department 
(German) 
Joseph, Myrtle J. 
Schachtel, Elsie 
Vincent, Charlotte (Chairman) 
Waldman, Mark 



Lopez, Anita (also Spanish) > 

(French) 
Gambier, Louise M. _ 
Snow, Ella M. (Chairman) 

Music Department 

Banghart, Elizabeth 

Natural Science Department 
Becker, Nathaniel (Lab. Asst.) 
Bement, Frederic (Chemistry), 

Chairman 
Carter, Bertha F. (Botany) 
Darrin, Mary R. (Physiography) 
Finch, Anna O. (Physics) 
Swett, Carolyn P. (Biology) 
Wilson, George W. (Chemistry) 

Physical Training Department 
Ellert, John F. 
White, Cornelia M. 



BUSHWICK HIGH SCHOOL. 



Main Building 

*Frank Rollins, Principal 
*Batchelder, Margaret C. 

Benjamin, Edith S. 
*Canning, Eta M. 
'Cohen, Morris 
"Conant, M. Sybil 
*Conley, William E. 
*Crossley, Arthur L. 
*DeWitt, Louise L. 
'Durand, William B. 
*Falion, George M. 
*Foley, Henry J. 
'Fleisher, Edward 

Francis, Carolyn L. 
'Goldsmith, Elizabeth 
*Green, John C. 
*Green, Mary P. 
'Houley, Elizabeth C. 
*Humason, Thomas A. 
'Hutchinson, Helen S. 
'Johnson, Julius M. 

Connor, Edith H. 
'Keener, Robert H. 
'Leyenberger, Harry W. 
'Lieberman, Elias 
'Maloubier, Henrietta B. 
*Merington, Ruth 
'Mohan Lucy F. 

Mulholland, M. Estelle 
*Nanes, Philip 
'Newcomer, Harvey 
'Norton, George W. 
'Otten, Henry L. 
'Riegger, Elizabeth 
'Squires, Mrs. Martha U. 
'Staelin, Leonie E. 
'Stanton, Anna E. 
'Taylor, Arthur M. 
'Townsend, Charles W. 
'Townsend, May E. 
'Zorn, Freda 

Brady John W. 

Annex No. 75 

'Morrey, William T., Teacher 

Charge 

'Barrows, Tessie 

'Bertschy. Maude 

'Briggs, Eva E. 

Cohen, Bertha 



'Collier, Katherine B. 
'Gilbert, Clara M. 
'Goodman, Arthur 
'Hendrich, Paul 
'Humphries, George F. 
'Kilby, J. Albert 
'Lingg, Amalie S. 
'Littig, M. Josephine 
'Conville, Lillian M. 
'Salmowitz, Rose L. 
'Seaman, Mary E. 
'Smith, Louise 
'Smith, Marguerite 
'Southwell. Etta E. 
'Tufts, Anne B. 
'Woodbury, Ella A. 
'Peinhold, Alida B. 

Annex No. 129 
'Semple, Lewis B., Teacher 
Charge 

Auslander, Armin 
'Berkowitz, Louise 
'Goldberger, Louis 
'Hall, Henrietta 

Hannah, Florence 
'Lundy, Edwin S. 
'Liebowitz, Nathan 
'Lieberman, Max 
'Mayers, Lena 
'McDonald, Milo F. 
'Miller, Charles 
'Miller, Grace H. 
'O'Donnell, Agnes T. 
'O'Donnell, Margaret M. 
'Nevins, Nannie R. 
'Sherman, Rose E. 
'Stieg, Fern 

New Teachers 
Bogle, Miss 
Taylor, Marion L. 
Pewning, Edward A. 
Brower, Miss Jane 
Hoeg, Mrs. Gertrude S. 
in Howe, Charles B. 
Maynard, Ernest A. 
Osgood, Mr. 
Thompson, Lucy F. 
Henderson, Hazel 
Rosenhaus, Maximilian 
249 



BY DEPARTMENTS 
Algebra and Exp. 
Green, John P. 

Biology Department 

Johnson, Julius M., Chairman 
Conley, William E. 
Stanton, Anna E. 
Southwell, Etta E. 

Clerical Assistants 
Brady, John W. 
Connor, Edith B. 
Reinhold, Alida B. 

Commercial Branches 
Leyenberger, Harry W., Chairman 
Canning, Etta M. 
Conant, M. Sybil 
Foley, Henry J. 
Houley, Elizabeth C. 
Townsend, Charles W. 
Humphries, George F. 
Salmowitz, Rose L. 
Auslander, Armin 
Osgood, C. A. 
Goldberg, Louise 
Hall, Henrietta 
Lundy, Edwin S. 
Leibowitz, Nathan 
Mayers, Lena 
Miller, Charles 
Nevins, Nannie R. 
Rosenhaus, Maximilian 

Drawing- Department 

Merington, Ruth, Chairman 
Hutchinson, Helen S. 
Bertschy, Maude 
Littig, M. Josephine 

Domestic Science Department 
Hoeg, Mrs. 

English Department 
Semple. Dr. Lewis B., Chairman 
Batchelder, Margaret C. 
Benjamin, Edith S. 
C'rossley, Arthur L. 



HIGH SCHOOL DIRECTORY 



DeWitt, Louise L. 
Lieberman, Elias 
Mohan, Lucy F. 
Townsend, May E. 
Sherman, Rose E. 
Collier, Katherine B. 
Gilbert, Clara M. 
Tufts, Anne B. 
Woodbury, Ella A. 
Hannah, Florence 
Lieberman, Max 
McDonald, Milo F. 
Henderson, Hazel 

History Department 
Morrey, William T., Chairman 
Nanes, Philip 
Thompson, Lucy F. 

Latin Department 
Falion, George M., Chairman 
Mulholland, M. Estelle 
Smith, Louise 



Librarian 

Brower, Jan 

Manual Training Department 
Norton, George W. 
Howe, Charles B. 

Mathematics Department 
Humason, Dr. Thomas A., Chair- 
man 
Cohen, Morris 
Conley, William E. 
Fleischer, Edward 
Francis, Carolyn L. 
Briggs, Eva E. 
Goodman, Arthur 

Department of Modern Languages 
Keener, Robert H, Chairman 
Goldsmith, Elizabeth 
Maloubier, Henrietta M. 
Otten, Henry L. 
Riegger, Elizabeth 
Squires, Martha U. 
Staelin, Leonie E. 



Zorn, Freda 
Bogle, Miss 
Barrows, Tessie 
Hendrich, Paul 
Lingg, Amalie S. 
Seaman, Mary E. 
Berkowitz, Louise 
O'Donnell, Agnes T. 
O'Donnell, Margaret M. 
Taylor, Marion L. 
Dewning, Edward 

Music Department 
Taylor, Arthur M., Chairman 

Physical Training Department 
Durand, William B. 
Green, Mary P. 
McConville, Lillian M. 
Stieg, Fern 

Science Department 
Newcomer, Harvey 
Maynard, Ernest A. 



HIGH SCHOOL OF COMMERCE. 



*Sheppard, James J. (died Mar. 12 

1914. 
•Aldinger, Harry E. 
*Appell, Israel 
'Baldwin, Edwin P. 
•Barbour, William C. 
*Beatman, Augustus S. 
Benedict, Ralph C. 
•Bennett, R. Grant 
*Berkowitch, Louis B. 
*Beygrau, Frederick B. 
*Blume, Julius 
•Bowles, Frank C. 
•Breckstone, W. 
•Brennan. Alfred T. V. 
•Bryan, Alfred C. 
Buck, Frederick C. 
Byron, Thomas W. 
Carleton, Guy M. 
Carter, Raymond 
Chadwick, David 
*Cheston, Henry 
•Clough, Harvey B. 
*Cohen, Harry 
Coleman, D. F., Lab. Asst. 
Collins, John A., Sec. 
Craver, Edwin H. 
Dunham, Franklin W., Clerical As- 
sistant 
Duschatko, Alfred, Lab. Asst. 
•Eddy, Walter H. (Act. Prin.) 
•Fallon, George P. 

Fedter, Bruno 
•Firman, Arthur 
•Flatow, Jacob 
•Flynn, Oscar R. 
*Foster,_ Wilfred L. 
Goldstein, Samuel, Sub. Eng. 
•Grant, Forest 
•Grant, Willis H. 
•Greene, Russel T. 
•Guldner, C. M. 
*Hahn, Clarence 
♦Hall, Gamble 
Hall, Henry M. 
•Hance, William 
•Hartung, Ernest W. 
Hartwell. F. W. 
•Healy, Horace G. 



Hendrian, August W. 
*Henin, Benj. A. 
•Heydrick, Benj. A. 

Hughes, Carl C. 

Hyman, Jos. C. 
•Jonas, Louis 
*Kahn, Joseph 
•Kendzur. S. 

King, Melville S. 
•Knickerbocker, Edwin Van B. 
*Koch, Ernest H. 
•Koopman, S. Bernard 
*I.agerwell, Chas J. 
•Lewis, Alfred H. 
•Lewis, E. D. 
•Lindsey, Frederick B. 
•Long, R. L. 
•May, Alfred A. 
•McCormick, Thomas H. 

McDonald, Tames 
•ATcGrath, Wm. J. 
•Mills, Joseph S. 
•Minnick, John D. 
•Montrose, N. Lindsay 

O'Neil, William 

Payne, Frank O. 

Peacock, Daniel L. 

Polly, Britton 

Pope, Seth R. 

Porter, Geo. H. 
*Pugh, Alexander L. 
•Rerny, Alfred 
*Rice, Winfield 

Ritt, Harold L. 
•Roberts, Alfred S. 
•Rochow, John P. 
•Roessler, Edwin R. 

Rogers, Chas. E. 
•Rosenblum, Abraham 

Rosenblum, Tacques C. 
•Rotherham, Phillip J. E. 
•Schlauch, William S. 
•Sinagnan, Leon 
•Skinner, Herbert C. 
•Skipp, Henry J. 
•Smith, L. Brewster 
•Spear, Austin E. 
•^prague, C. Hayes 

Swanton, Richard L., Sub. Math. 

250 



'Van Dusen, Edwin H. 
Van Tuyl, G. H. 
'Walker, Claude E. 
Walsji, Daniel O. C. 
'Weinberger, Geo. G. 
'Warton, William 
'Whiffen, Edwin T. 
Williamson, George B., Sub. Eng. 
'Woodman, Irving L. 



BY DEPARTMENTS 

Biology Department 
Eddy, Walter H, Chairman & 

First Assistant 
Barbour, William C. 
Benedict, Ralph C. 
Clough, Harvey B. 
Firman, Arthur B. 
Grant, Willis H. 
Hahn, Clarence W. 
Hartwell, F. W. 
Payne, Frank O. 
Duschatko, Alfred (Lab. Asst.) 

Chemistry Department 
Mills, Joseph S. Chairman & 

First Assistant 
Bennet, R. Grant 
Breckstone, W. 
Flvrm, Oscar R. 
Walker, Claude F. 
Coleman, D. F. (Lab. Asst.) 

Clerical Assistants 
Byron, Tho?. W. 
Collins, John A. C. 
Dunham, Franklin W. 

Commercial Branches Department 
Greene, Russel T., Chairman & 
First Assistant 
Paldwin, Edwin P. 
Cohen, Harry 
Guldner, C. M. 
Hughes, Charles C. 
Kendzur, S. 



H. S. T. A. BULLETIN 



Jonas, Louis 
King, Melville S. 
Koopman, S. Bernard 
Long, R. L. - 
MacDonald, James (Sub.) 
Rogers, Chas. E. 
Van Deusen, Edwin H. 
Van Tuyl, G. H. 
Woodman, Irving L. 

Drawing Department 

Grant, Forest, Chairman 
Carter, Raymond 
Sprague, C. Hayes 
O'Neil, Wm. R. 
Remy, Alfred 
Rochow, John P. 
Skipp, Henry J. 
Singagnan, Leon 
Skinner, Herbert C. 
Spear, Austin E. 

English Department 
Heydrick, Benj. A., Chairman and 

First Assistant 
Berkowitch, Louis B. 
Carleton, Guy M. 
Goldstein, Samuel, Substitute 
Hall, Henry M. 
Hyman, Jas. C, Substitute 
Knickerbocker, Edwin V. 
Lindsey, Frederick B. 
McGrath. Wm. J. 
May, Alfred A. 
Polly, Britton, Sub. 
Ritt, Harold, Sub. 
Weinberger, Geo. G. 
Wharton, William P. 
Williamson, George B., Substitute 

Economics Department 
Pugh, Alexander, Chairman & 

First Assistant 
Brennen, Alfred T. C. 
Hall, Gamble 
Peacock, Daniel L. (Sub.) 

History Department 
Bryan, Alfred C, Chairman & 

First Assistant 
Beatman, Augustus S. 



Lewis, Ernest D. 
Porter, Geo. H. 
Rice, Winfield S. 
Roberts, Alfred S. 
Whiffen, Edwin T. 

Laboratory Assistants 
Coleman, D. F. 
Duschatko, Alfred 

Librarian. 
Pope, Seth E. 

Mathematics Department 
Minnick, John D., Chairman 
Appell, Israel 
Bowles, Frank C. 
Fallon, George 
Kook, Ernest H. 
Lagerwall, Chas J. 
Lewis, Alfred H. 
McCormick, Thos. H. 
Schlauch, William S. 
Smith, L. Brewster 
Swanton, Richard S. 

Modern Lanugages Department 
Roessler, Edwin W., Chairman 

and First Assistant 
Blume, Julius 
Chadwick, David., Sub. 
Fedter, Bruno 
Flatow, Jacob 
Hartung, Ernest W. 
Henin, Benj. L. 
Montross, Chas. G. 



Music Department 
Norden, N. Lindsay 

Physics Department 
Cheston, Henry C, Chairman 

First Assistant 
Hance, William 

Stenography and Typewriting 
Department 
Healy, Horace G., Chairman 
Beygrau, Frederick R. 
Craver, Edwin H. 



Rosenblum, Abraham 
Walsh, Daniel O'C. 

Department of Physical Training. 

Aldinger, Harry E., Chairman 
Foster, Wilfred L. 

Hendrian Agust W. 

Rotherham, Phillip J. E. 

HIGH SCHOOL OF COM- 
MERCE (Annex). 

Biology Department 
Benedict, Ralph C. 
Barbour, William C. 
Clough, Harvey B. 
Hartwell (Sub.) 

Department of Commercial 
Branches. 

Cohen, Harry 

Guldner, M. 

Van Deusen, Edwin H. 

Kendzur 

Economics Department 
Peacock, Daniel L. (Sub.) 
Whalen, Edwin A. (Sub.) 

English Department 
Berkowitch, Louis B. 
Weinberger, Geo. G. 
Ritt (Sub.) 
Polly (Sub.) 

Mathematics Department 
Lewis, Alfred H. 
Appell 
Swanton (Sub.) 



Modern Languages Department 

Skipp 
x Hartung 
Spear 
Fedter (Sub.) 

Music Department 
Norden, Lindsay N. 

Physical Training Department 
Hendrian, Agust W. 



COMMERCIAL HIGH SCHOOL. 



•Anderson, Woodford D. 
•Austin, Harry W. 
•Bagenstose, Harvey L. 
•Barlow, W. M. 

Behnken, H. Emile 

Bickmore, Frank L. 
•Bliss, Ralph P. 
•Bolger, Edwin F. 

Brace, Charles T. 
•Braunstein, Wm. 

Browne, Thomas J. 

Buskin, Nathan E. 

Callahan, Thos. J. 
•Campbell, Calvin Victor 
•Caplan, Elias Nathan 

Carey, Charles H. 
•Chestnut, D. Howard 
•Clark, John F. 

Coester, Alfred 

Cohen, Theodore 
•Coon, Clifford H. 

.Conant, Fred L. 
•Corliss, Charles E. 
•Cowles, Clarence E. 



•Dann, Matthew L. 
•Denonholz, Alexander 

Doggett, William E. 
•Donovan, Herbert D. A. 
*Donvan, Walter J. 
•Duncan, William H., Jr. 
•Eells, Burr Gould 

Failing, Wilson R. 
•Fairley, Dr. Wm. (Prin.) 
•Finnegan, Wm. E. 

•Finney, Arthur E. 
•Goate, Wm. B. 
•Greenberg, Morris 

Greene, Hugh G. 
*Gruenberg, Benjamin C. 

Hall, James A. 
•Hagens, Fritz 
•Harmon, George. W. 
•Harrison, Earl Stanley 
•Hoffman, Alfred L. 
•Hook, Edward A. 

Hopper, Herman T. 

Jaffe, Jacob 
•Joseph, Samuel 
2S1 



Kip, Arthur Ralph 
•Konheim, Jerome A. 

Kerwin, Eugene F. 
•Lee, Joseph 
•Loftus, John J. 
•Loughran, John 
•Love, Harry Melville 

Loveland, Alfred E. 

Levine, Michael 

MacGregory, Charles C. 
•McNally, Edward 

MacNamara, Sylvester J. 

Manheimer, Wallace A. 

Male, Roy R. 
•Marvin, Robt. B. 
•Meehan, William 
•Melson, George W. 
•Melvin, Floyd J. 
•Mercado, J. 

Morrell, Heenry B. 
•Nathan, Arthur 
•Newman, Joseph 

O'Ryan, William P. 
•Polk, Ellery Channing 



HIGH SCHOOL DIRECTORY 



*Proctor, Robert H. 
*Puorro, Michael 
*Ratner, Hyman 
*Raynor, Gilbert J. 

Reser, Edward N. 

Rider, Lloyd A. 
*Roche, Michael P. 

Ross, William A. 
*St, John, Robert P. 
*Sawyer, Geeorge A. 
*Scarborough, Andrew J. 

Schoenlank, S. C. 
*Shea, John J. 

Svchean, C. C. 
*Shearar, Joseph H. 

Smith, Jos. H. 

Souers, J, Marion 
'Sternberg, George 

Stock, Wallace T. 
*Taylor, Edward F. 
"Teeter, Charles H. 

Trask, Thomas C. 

Trostler, Emil A. 

Van Buskirk, Edward P. 
"Urdang, Harry 

Van Houten, Charles N. 

Van Name, Warren M. 

Waltz, G. Edward 

Watson, Elba 

Wayave, Leon J. 
"Zeiner, Edward J. A. 



BY DEPARTMENTS 

Accounts Department 
Anderson, Woodford D. 
Corliss, Charles E. 
Harman, George W. 
Meehan, William 
Nathan, Arthur, 



Raynor, Gilbert J. 
Scarborough, Andrew J. 
Kouheim, Jerome 
Cowles, Clarence 

• Biology Department 
Donvan, Walter J. 
Gruenberg, Benjamin C. 

Asst.) 
Puorro, Michael 
Ratner, C. Hyman 



Chemistry and Physics Depart- 
ment 
Clark, John A., First Asst. 
Coon, Clifford H. 
Newman, Joseph 

Drawing Department 

Greenberg, Morris 
Roche, Michael P. 

English Department 
Bagenstose, Harvey L. 
Campbell, Calvin Victor 
Caplan, Elias Nathan 
Loftus, John J. 
Loughran, John 
Love, Harry M. 
McNally, Edward 
Melvin, Floyd J. 
Proctor, Robert H. 
Sawyer, George A. 
St. John, Robert P., First Asst. 
Urdang, Harry 
Braunstein, William 

German Department 

Barlow, William M. 
Eells, Burr Gould 
Hagens, Fritz 
Hoffman, Alfred 



Marvin, Robert B., First Asst. 
Sternberg, George 

History Department 
Dann, Matthew L. 
Donovan, Herbert D. A. 
Polk, Ellery Channing 
(First Taylor, Edward F. 

Fairley, William, Principal 



Library. 
Duncan, William H., Jr. 

Mathematics Department 
Bliss, Raplh P. 
Hook, Edward A. 
Lee, Joseph B. 
Teeter, Charles H., First Asst. 

Music Department 
Zeiner, Edward J. A. 
Goate, William B. 

Shop Work Department 
Austin, Harry W. 

Spanish Department 
Harrison, Earl Stanley, First Asst. 
Finney, Arthur E. 
Smith, Joseph 
Mercado, Julian 

Stenography and Typewriting De- 
partment 
Bolger, Edwin A., Chairman 
Duenholz, Alexander 
Finnegan, William E. 
Melson, George W. 
O'Ryan, William P. 
Shea, John J. 
Shearer, Robert J. 
Chestnut, D. Howard 



CURTIS HIGH SCHOOL. 



" Abbott, Frances H. 
"Austin, Mrs. Mary E. 

Bell, Anna 

"Benjamin, Claude T. 
'Blanpied, Ethel O. 
"Brewer, Francis E. 
"Burdick, Mabel G. 

Clark, Henry F. 
'Close, Maude M. 

Conroy, Mary S. 

Corcilius, Inez 
"Crane, William A. 
"Crennan, Margaret A. 

Curtis, Osborn M. 
"Dean, Philip R. 
"Dowell, Philip 
'Feldman, Daniel D. (Prin.) 
"Fisher, Ruth B. 
"Flanagan, William 
'French, Linda M. 
"Gallagher, Ellen M. 
"Goode, Elizabeth 
"Goodwin, W. Grant 
"Grant, Mrs. Eva M. 

Griswold, Mrs. Carolyn 
"Grout, Abel J. 
"Halloran, William M. 
"Harkness, Mme. Alma de B. 
"Hillyer, J. Blake 
"Hopkins, Rupert H. 
"Hummel, F. M. 
"Kane, Thomas F. 



"Kerr, Frank E. 

Kuhn, Mina D. 
"Leonard, Howard C. 
"McMillan, H. 

Nichols, Eda L. 
"O'Brien, Charlotte E. 
"Ostrander, Agnes 

Peck, Elizabeth du Bois 

Phillips, Julia. Tracy 
"Pratt, Marion 

Robins, Florence F. 

Ryan, Anna 
"Shepard, Florence D. 
"Shipley, James H. 

Shapff, Hetta 
"Tracy, Howard M. 

Tucker, Chas. R. 

Wagner, Lora M. 
"Welsh, John C. 
"Whitmore, Clara H. 



BV DEPARTMENTS 

Biology Department 
Grout, Abel J., First Asst. 
Conroy, Mary S. 
Dowell, Philip 
Fisher, Ruth B. 

Chemistry Department. 

McMillen, H. 

252 



Commercial Department 

Welsh, John C, First Asst. 
Crennan, Margaret A. 
Flanagan, William 
Halloran, William M. 
Kerr, Frank E. 
Tracy, Howard M. 

Drawing Department. 
Ostrander, Agnes 

English Department. 
Abbot, Frances H. (First Asst.) 
Bell, Anna 
Benjamin, Claude T. 
Close, Maude M. 
Nichols, Eda L. 
Pratt, Marion 
Robins, Florence F. 
Ryan, Anna 
Whitmore, Clara H. 

French Department. 
Harkness, Mme. Alma de B. 

German Department. 
Shepherd, Florence D., First Asst. 
Blanpied, Ethel O. 
French, Linda M. 
Harkness, Mme. A. de B. 
Hummel, F. M. 
Leonard, Howard 



H. S. T. A. BULLETIN 



Stapff, Hetta 
Wagner, Lora M. 

Greek Department 

Pratt, Marion 

History Department. 

Curtis, Osborn M. 
Goodwin, W. Grant 

Latin Department. 
Brewer, Frances E., Chairman 
Corcilius, Inez 



Gallagher, Ellen M. 
Goode, Elizabeth 
Peck, Mrs. Elizabeth du Bois 
Pratt, Marion 

Mathematics Department. 
Dean, Philip R., First Asst. 
Burdick, Mabel G. 
Clark, Henry F. 
Grant, Mrs. Eva M. 
Kane, Thomas F. 



O'Brien, Charlotte E. 
Shipley, James H. 

Music Department. 
Kuhn, Mina D. 

Physics Department. 
Hopkins, Rupert H. 
Tucker, Charles R. 

Physical Training Department. 

Austin, Mary E. 
Hillyer, J. Blake 



DEWITT CLINTON HIGH SCHOOL. 



Abbott, Royal A. 
'Adams, Millie E. 
'Anthony, Oscar W. 

Arden, Harriette 
'Armand, Louis J. 
'Barber, Harry G. 
'Barmeyer, Georgee H. 
'Baylis, Sara 
'Berry, James F. 
'Bierman, Henry 
'Bingham, Jessie H. 

Boos, Herman J. 
'Boylan, Arthur A. 

Broadhurst, Philip H. 
'Bryant, Arthur A. 

Cairns, Alexander 

Call, R. Ellsworth 

Campbell, Ralph 
'Carpantier, Marius 
'Chamberlain, Raymond 
'Clark, Randolph C. 
'Connelly. Douglas L. 
'Currie, Thomas H. 
'Davidson, Henry 
'Decker, Nicholas P. 
'Deixel, Abraham 
'Delaney, Edward C. 

Deshel, Morris 
'Donaldson, George P. 
'Donnelly, Joseph P. 

Donner, H. Montague 
'Dotey, Aaron I. 
'Erwin, Edwin J. 

Fleissner, Gustav L. 
"Foote, Carlton A. 
'Foote, Edmund W. 

Fo*, Alice E. 
'Frank, Colman D. 
'Frank, Maude 
*Garrigues, Ellen E. 

Giovanoly, Max F. 
' 'Goldberg, Israel 

'Gombarts, George K. 
Gorsch, Rudolph V. 

*Green. Bernard I. 
Greenberg. ATichael 

*Grow, Frederick S. 

*Haas, Arthur 

*Ham, Charles 
Hardy, Anna L 
Hastings, George T. 

*Haug, Emanuel 

*Heller, Harry 
Herrmann. Adolph 

'Herzog, Charles 

'Hewitt, George E. 
Hill, Grosvenor B. 

'Hirsch, James A. 

'Hooks, David M. 

'Hunter, George W. 

'Hyde. Charles W 

"TacKFon, cuge-t 



*Johnson, Walter R. 
'Jonas, J. B. Edward 

Kaphan, Ludwig 

Kaveny, Martin 
*Keller, Franklin J. 

Kelly, David F. 
*Kelley, Frank B. 
*Klein, Morris 
*Knox, Jaxon 
*Krause, Arthur K. 
'Landsman, Charles M. 
*Lapolla, Garibaldi M. 

Lehrer, I. D. 
'Levene, Harry S. 

Loew, Joseph 
*Loewinthan, Albert A. 
'Long, Leslie O. 
'Lucey, Michael H. 

MacLaren, Donald C. 
'McCarthy, John D. 
*McCrae, Annie 
*McTiernan, Thomas 
'Manguse, William P. 

Margolies, Fred B. 
*Mason, Lucius J. 
'Michaels, Morris G. 
'Miles, Dudley H. 
'Mirsky, Israel 
'Monteser, Frederick 

Morgan, Gwilym S. 
'Morse, Charles F. 
'Moyer, Fayette E. 
'Mufson, Thomas 

Nacbemov. Morris 
'Newman, Charles 

O'Connor, John P. 

Orliansky, Joseph B. 
'Osborn, Ralph 
'Parelhoff, Bernard M. 

Parmelee, William J. . 
'Patterson, Samuel W. 
'Penhollow, Harry B. 
'Perry, Edward O. 
'Pbilbrick, Max P. 
'Pickelsky. Frank 
'Pickens, Rose K. 
'Pike, Katherine G. 

Pokorney, Rudolph C. 
'Raubichek, Charles F. 

Rosenthal. Daniel C. 
'Salzano, Francis 
'Schmalhausen. Samuel D. 
'Schneer, A. Henry 
'Schwarzenbach. Peter A. 
'Sharpe, Richard W. 

Smith, Anna. H. 
'Smith, Herbert O. 
'Smith, Thomas P. 
'Solomon, Michael 
'Stevens, Henry J. 

Stevens, William S. 
'Strauss, Julius 

25J 



'Taylor, Albert S. 
'Thomas, Harrison C. 

Tietz, John W. 
'Timmerman, Charles E. 
'Tildsley, John L. 
'Tobin, James L. 

Tortora, Albert 
'Wait, Horace C. 

Watson, Mary H. 
'Wheat, Frank H. 

White, Arthur E. 
'White, Emory F. 

Whitsit, Tesse H. 
'Wilford, Herbert E. 

Wilson, Randolph C. 
'Wilkins, Lawrence A. 
'Works, Austin M. 
'Wright, Herman H. 
'Wright, Kenneth W. 
'Yokel, Arthur 
'Zacharie, Jean B. 



BY DEPARTMENTS 

Biology Department. 
Hunter, George W. 
Barber, Harry C. 
Hastings, George F. 
Donaldson, George P. 
McCarthy, John D. 
Mason, Lucius J. 
Hewitt, George E. 
Morse, Charles F. 
Osborne, Ralph 
Sharpe, Richard W. 
Tietz, John W. 
Wheat, Frank 

Chemistry Department. 
iWhitsit, Jesse E. 
Barmever, George H. 
Broadhurst, Phillip H. 
Call. R. Ellsworth 
Connelly, Douglas L. 
Fleissner, Gustav L. 
Mayforth, Valentine 
Parmelee, William T. 
Smith, Herbert O. * 
White, Arthur E. 

Clerical Assistants. 
Greenberg, Michael 
Kaveny, Martin 
O'Connor, John P. 

Drawing Department. 
Bingham. T^sse H. 
Mams, Millv E. 
Fox, Alice E. 
Gombarts, George X. 



HIGH SCHOOL DIRECTORY 



Green, Bernard 
Klein, Morris 
McCrae, Annie 
Schwartzenbach, Peter A. 

English Department. 

Garrigues, Ellen E. 

Abbott, Royal A. 

Boylan, Arthur A. 

Erwin, Edward J. 

Frank, Maude 

Hill, Grosvenor B. 

Horwitz, Benj. 

Johnson, Walter R. 

Keller, Franklin J. 

Knox, Jaxon 

Lapolla, Garibaldi M. 

Loew, Joseph 

Loewinthan, Albert 

McTiernan, Thomas 

Michaels, Norris H. 
fMiles, Dudley H. 
fMufson, Thomas 

Nye, Berthold H. 

Patterson, Samuel W. 

Raubicheck, Charles 

Schmaulhausen, Samuel D. 

Smith, Anna H. 

Smith Thomas P. 

Taylor, Albert S. 

Watson, Mary H. 

Wilson, Rudolph C. 

Wright, Kenneth W. 

French Department. 
Frank, Coleman D. 
Armand, Louis J. 
Bierman, Henry 
Donner, H. Montagu 
Carpentier, Marius 
Goldberg, Isreal 
Hyde, C. W. 
Perry, Edward O. 
Philbrick, Max P. 
Rosenthal, Daniel C. 
Wilkins, Lawrence A. 
Zacharie, Jean B. 

German Department. 

Monteser, Frederick 



Campbell, Ralph 
Davidson, Henry 
Giovanoly, Max F. 
Herrmann, Adolf 
Herzog, Charles 
Hirsch, James A. 
Jackson, Eugene 
Jonas, J. B. Edward 
Works, Austin M. 

History Department. 
Moyer, Fayette E. 
Delaney, Edward C. 
Foote, Edmund W. 
Ham, Charles 
Kaphan, Ludwig 
Kelley, Frank B. 
Long, Leslie D. 
Lucey, Michael H. 
Newman, Charles 
Thomas, Harrison C. 
Tobin, James L. 

Latin Department. 
Bryant, Arthur A. 
Deixel, Abraham 
Dotey, Aaron I. 
Foote, Carlton A. 
Hardy, Anna L. 
Pike, Katherine G. 
Solomon, Michael 
Stevens, Henry J. 
Wait, Horace C. 
Wilford, Herbert E. 
Yokel, Arthur 

Librarian. 
Arden, Harriette 

Mathematics Department 
Anthony, Oscar W. 
Berry, James F. 
Clark, Randolph F. 
Deshel, M. C. 
Decken, Nicholas P. 
Grow, Frederick S. 



Haas, Arthur 
Heller, Harry 
Kelly, David F. 
Krause, Arthur K 
Landsman, Charles M. 
Levene, Harry 

MacLaren, Donald C. (on leare 
of absence) 
Manguse, Wm. P. 
Mirsky, Israel 
Morgan, Gwilym S. 
Orliansky, Joseph B. 
Parellhoff, Bernard M. 
Penhollow, Harry B. 
Pickelsky, Frank 
Pokorney, Rudolph C. 
Salzano, Francis 
Schneer, A. Henry 
Stevens, William S. 
Wright, Herman H. 

Music Department. . 
Donnelly, Joseph P. 
White, Emory F. 

Physical Training Department 
Haug, Emanuel 
Cairns, Alexander 
Gorsch, Rudolph V. 
Hooks, David M. 
Leher, I. D. 
Strauss, Julius 

Physics Department. 

Timmerman, Charles E. 
Chamberlain, Raymond 
Currie, Thomas H. 
Tortora, Albert A. 

Secretary. 
Margolies, Fred. B. 

Stenography Department 
Pickens, Rose K. 

Study Hall. 

Baylis, Sara 



tContinuous leave of absence. 
+On leave of absence. 



EASTERN DISTRICT HIGH SCHOOL. 



*Adler, David 
•Anderson, Mary E. 
*Ayres, Mary S. 

Baiter, Bella S. 
•Baltz, Frank P. 

Bannon, Agnes R. 
•Beeckman, Florence 
•Beitel, Helen S. 

Blumenberg, Frieda 

Boggs, Dora A. 
•Bole, John A. 
•Bowman, Nina 
•Brace, Edith M. 

Branower, Soloman 
•Bruce, Walter A. 
•Burlingham, Gertrude S. 

Burn, Alice M. 
•Campbell Harold G. 
•Chater, Ellen McR. D. 

Clarke, Madge S. 

Cohn, Albert 
•Colligan, Eugene A. 

Davenport, Florence 

Delano, Grace 
•Dithridge, Rachel L. 



•Dixon, Charles E. 

Dreyfus, Jeanne 
•Ennis, Mary G. 
•Faulkner, Eunice F. 

Fergeuson, Ethel 
*Genung, Ina E. 

Goldenberg, Irving 

Greenberg, Henry 

Griffiths, Anna B. 

Gross, Henry I. 

Gurnee, Blandina H. 

Harmon, Esther 
•Hartwell, Chas. S. 
*Hazen, Annah P. 

Helmuth, Lore 
•Henoch, Stella S. 
•Higbee, Mrs. Anna M. 

Hincken, Elsie O. 

Hirschberg, Arthur 

Holmes, David H. 
•Hoy, Elizabeth R. 
•Hughan, Jessie W. 
•Ikelhumer, Minnie 

Illich, Louis L. 
•Jacobson, Walter 

254 



Katz, Sidney F. 
•Kauffman, William A. 
•Kelly, William H. 
•King, Helen L. 

Kiso, Freda 
•Klock, Claude W. 

Kramer, Benjamin J. 

Krellenstein, Ray 
•Kretschamer, Magda 
•Kuhn, Adelina 
*Lanz, Jeanne M. 
•Lemowitz, Nathan 
•Loughran, Agnes 
•Manahan, Mary G. 
•Martin, Paul 

Mayo, Marion 
•McDermott, Annie 

McKee, Louise 
•Meigs, Katherine H. 
•Meyer, Florence E. 

Meyers, Willard L. 
•Model, Charles 

Osborne, Mabel S. 
•Paine, Frederick H. 

Philip, Mary I. 



•Phillips, Anna L." 

Pinch, Minnie E. 
•Pond, Pearl F. 
•Reed, Mary 
•Ribber, Emma 
•Rittenhouse, Hawley D. 
: Russum, Edith E. 
•Santee, Eloise B. 

Seamans, Mary 
•Sperling, Harry E. 

Stepanek, Beatrice 
•Stratford, Aline C. 
•Sullivan, Mary 
•Tomlin, Stella 
•Trowbridge, Cornelia 

Unger, Gertrude 

Wagenschutz, Anna 
•Warren, Jeanne R. 
•Watson, Alice D. 
•Wellwood, Elizabeth 
'•Wilkes, Eana M. 

Wilson, Stuart 
•Wyckoff, Harriet p E. 

Zollinhofer, Sophie 



BY DEPARTMENTS 

Commercial Department 
Baltz, Frank B. 
Beitel, Helen S. 
Bruce, W. A. 
Jacobson, Walter 
Lemowitz, Nathan 
Loughran, Agnes 
McKee, Louise 
Ribber, Emma 
Seamans, Mary 
Unger, Gertrude 

Drawing Department 
Burn, Alice M. 
Faulkner, Eunice F. 
Henoch, S. Stella 
Manahan, Mary G. 
Pond, Pearl F. 



H. S. T. A. BULLETIN 



Domestic Science Department 
Ikelheimer, Minnie 

English Department 
Ayres, Mary S. 
Charter, Ellen 
Clarke, Madge S. 
Delano, Grace 
Dithridge, Rachel 
Griffiths, Anna B. 
Hartwell, Chas. 
Helmuth, Lore 
Hincken, Elsie B. 
Hughan, Jessie W. 
Myers, Willard L. 
Philip, Mary I. 
Stratford, Aline C. 
Warren, James R. 
Wellwood, Elizabeth 
Zollinboffer, Sophie 

French Department 
Anderson, Mary E. 
Dreyfus, Jeanne 
Kuhn, Adelina 
Lanz, J. M. 

German Department 
Adler, David 
Bole, J. A. 
Goldenberg, Irving 
Greenberg, Henry 
Harmon, Esther 
Kiso, Freda 
Kretschmar, Magda 
Meyer, Florence E. 
Russum, Edith E. 
Santee, E. B. 
Wagenschutz, Anna 

History Department 
Paine, Frederick H. 
Beeckman, Florence 
Campbell, Harold G. 
Colligan, Eugene A. 
Watson, Alice D. 
Wyckoff, Harriet E. 



Latin Department 
Bowman, Nina 
Davenport, Florence 
Dixon, Charles E. 
Genung, Ina E. 
Holmes, _ David H. 
Hoy, Elizabeth 
King, Helen Louise 
Klock, Claude W. 
Pinch, Minnie E. 
Stepanek, Beatrice 

Mathematics Department 
Blumenberg, Frieda 
Gross, H. I. 
Gurnee, Blaudina 
Kelly, Wm. H. 
Mayo, M. J. 
Rittenhouse, Hawley D. 
Sullivan, Mary. 
Tomlin, Stella M. 
Wilson, Stuart 

Music Department 
Ennis, Mary G. 
Martin, Paul 

Physical Training Department 

Higbee, Anna M. 
Krellenstein, Ray 
Model, Chas. 
Reed, Mary 
Sperling, Harry 

Science Department 

Brace, Edith M. 
Branower, Solomon 
Burlingham, Gertrude 
Hazen, Annah P. 
Illich, Louis L. 
Kaufman, Wm. A. 
Meigs, Katherine H. 
Osborne, Mabel 
Trowbridge, Cornelia 
Wilkes, Eana M. 



ERASMUS HALL HIGH SCHOOL. 



Austin, Mary 

Barber, Cora L. 
•Batchelor, Charles B. 
•Battell, John M. 
•Beardsley, Frank J. 
•Boughton, Willis 
•Boynton, George E. 
1 Branson, Roswell H. 
•Brickelmaier, Alice G. 

Browne, Frances E. 
•Bryant, Frank L. 
*Burnham, R. Wesley 
•Busch, Ella A. 

Cameron, Alix S. 
*Cashman, Joseph F. 

Chesley, Mabel L. 

Chinnock, Florence B. 
*Connell, T. Wesley 
•Crane, Ella E. 

Crockett, Esther M. 

Cunningham, Maud M. 

Currier, Clara L. 
j Davis, Jennie M. 
i Dennis, Tulia B. 
•Doggett," Allen B. 

Douglas, Clara M. 

Dox, Elmer A. 



Dwyer, Eleanor A. 
f Earle, Willis 
'Edgell, Frank D. 

Edgell, Mrs. Frank D. 
*Estes, Charles S. 
* Everett, Edith M. 
*Farrar, Preston C. 
*Fay, Charles R. 

Ferry, Orlando E. 

Forcier, M. Ethel 

Foster, Sarah P. 

Frost, Madeleine A. 
'Gordon, John J. 
'Gunnison, Walter B., Principal 
•Habermeyer, Louise C. M. 
•Hancock, William J. 
•Harley, Walter S. 

Harter, Eugene W. 

Harton, Amy M. 

Herrington, Agnes M. 
•Hewitt, Helen F._ 
•Hodgdon, Katherine I. 
•Holmes, Mary H. 
•Howe, Alice C. 
•Huntington, Frederick W. 

Hurty, Kathleen 

Jaquish, Ben M. 
255 



Jeffs, Eva E. # 

Johnson, Marion 

Johnston, Wm. H. 
•Keck, Frederick R. 
•King, Cyrus A. 

Kingsbury, Mary A. 

Knowlson, Walter S. 
•Laden, James E. 
•Lasher, Wm. R. 

Lauder, Mary A. 
•Leggett, Blanche C. 

Music Department 
Schmidt, Carl G., Chairman 
Mulligan, Mary C. 

Physical Science Department 

Holmes, Mary H., Head of De- 
partment. 

Stocker, John H., Head of De- 
partment 

Bryant, Frank L. 

Burnham, R. Wesley 

Busch, Ella A. 

Dennis, Julia B. 

Habermeyer, Louise C. M. 

Hancock, William J. 



HIGH SCHOOL DIRECTORY 



Huntington, Frederick W. 

Jaquish, Beri M. 

Levy, Harry A. 

Perkins, Helen L. 

Sparks, Minnie E. 

Williams, Lewis C. 
"Leman, George W. 

Levy, Harry A. 

Lovell, Katherine A. 

McGill, Franklin C. 

McGill, Mrs. Beatrice Shaw 

McKechnie, Madeleine 

MacColl, Grace B. 
"MacLean, Donald C. 

Marsden, Mrs. Nellie S. 

Mastin, Florence J. 
"Merchant, Manton E. 

Moore, Sabra M. 

Mulligan, Mary C. 
"Neiswender, Ada C. 
"Peabody, Susan P. 
*Peace, Lillian B. 

Perkins, Helen L. 
"Raynor, George C. 

Rexford, Frank A. 

Schmidt, Carl G. 

Scott, Izora 
"Scoville, Florence M. 

Sheehan, Mary J. 

Simmons, Isabel 

Smith, Natalie 
"Sparks, Minnie 
"Sprague, Laura E. 

Stacey, Sidney G. 
*Stocker, John H. 

Stone, Katherine W. 

Stone, Mary M. 
*Strom, Carl A. M. 
"Strong, William M. 

Strout, George M. 
"Talbot, A. May 

Tompkins, Elizabeth 
"Townsend, Arthur M. 
*Tredick, Helen F. 

Turner, Kate E. 
"Valentine, Henry D. 
*Vedder, Estella M. 

Vidaud, Nathalie L. 
"Vblentine, Mrs. Mary F. 

Warner, Elma L. 

Welsh, W. Wallace 

Wendell, Carrie E. 

White, Elizabeth M. 

Whitney, N. Belle 
*Wight, Walter A. 
"Wilder, George F. 
"Williams, Lewis L. 

Young, Charlotte S. 
"Young, Louise A. 
"Young, Mabel A. 



BY DEPARTMENTS 

Art Department 

Doggett, Allen B., Chairman 
Cameron, Alix S. 
Currier, Clara L. 
Herrington, Agnes M. 
Lovell, Katherine 
Merchant,' Manton E. 

Biology Department 
King, Cyrus A., Head of Depart- 
ment 
Hurty, Kathleen 
Marsden, N. S. 
Peace, Lillian B. 
Rexford, Frank A. 
Tompkins, Elizabeth M. 
Tredick, Helen F. 
Vedder, Estella M. 
Young, Charlotte S. 
Young, Mabel A. 

Classics Department 
Lasher, William R., Chairman 
Harter, Eugene W., Head of De- 
partment 
Beardsley, Frank J. 
Branson, Roswell H. 
Connell, J. Wesley 
Dox, Elmer A. 
Estes, Charles S. 
Harley, Walter S. 
Howe, Alice C. 
Leggett, Blanche C. 
McGill, Franklin C. 
Neiswender, Ada B. C. 
Peabody, Susan P. 
Scott, Izora 
Stacey, Sidney G. 
Stone, Katharine W. 
Strong, William M. 
Townsend, Arthur M. 
Vidaud, Nathalie L. 
Volentine, Mary F. 
Welsh, W. Wallace 
Wendell, Carrie E. 

Clerical Department 
Harton, Amy M. 
Johnson, Marion 
McKechnie, Elizabeth M. 

Elocution Department 
Chinnock, Florence B. 
Frost, Madeline A. 

English Department 
Farrar, Preston C, Head of De- 
partment 
Barber, Cora L. 
Battel, J. M. 
Boughton, W. 
Cashman, Joseph F. 
Chesley, Mabel L. 



Crockett, Esther M. 
Dwyer, Eleanor A. 
Earle, Willis 
Everett, Edith M. 
Ferry, Orlando E. 
Forcier, L. Ethel 
Foster, Sarah P. 
Hewitt, Helen F. 
Lauder, Mary A. 
Mastin, Florence 
Moore, S. Maude 
Scopill, Florence M. 
Simmons, Isabel 
Smith, Natalie A. 
Strout, George M. 
Valentine, Henry D. 

French Department 

Wight, Walter A., Chairman 
Brown, Frances E. 
Douglas, Clara M. 
Shaw-McGill, Beatrice 
White, Elizabeth M. 

Gymnastics Department 

Austin, Mrs. Mary 

Batchelor, Chas. B. 

Edgell, Mrs. Frank D., Chairman 

Sheehan, Mary 

Warner, Emma L. 

History Department 
Boynton, George E., Head of De- 
partment 
Crane, Ella E. 
Cunningham, Maude M. 
Davis, Jennie M. 
Fay, Charles R. 
Knowlson, Walter S. 
MacColl, Grace B. 
Sprague, Laura E. 

Librarian 
Kingsbury, Mary A. 

Mathematics Department 
Brickelmaier, Alice G. 
Edgell, Frank D. 
Gordon, John J. 
Hodgdon, Katherine I. 
Jeffs, Eva 

Tohnston, William H. 
Keck, Fred R. 
Laden, James 
Lasher, William R. 
Leman, George W. 
MacLean, Donald C. 
Raynor, George C. 
Stone, Mary M. 
Strom, Carl A. W. 
Talbot, A. May 
Whitney, N. Belle 
Wilder, George F. 
Young, Louise A. 



EVANDER CHILDS HIGH SCHOOL. 



"Ackerle, Ida V. 
"Altholz, Nathaniel 
"Arenwald, Mesmin 
"Blakeley, Gilbert S., Principal 
"Cohn, Louis B. 
'Coster, Silvie de G. 
"Durfee, Clayton G. 
"Edmunds, Maude A. 
"Greditzer. M. Moritz ■ 
"Haley, Jesse H. 



"Hall, Margaret W. 

Hannan, Walter S. 

Healy, Mrs. Margaret E. G. 

Heller, Maxwell L. 
"Herrmann, Anna L. 

Heuermann, Helena F. 

Hubbard, Marion L. 
"Hughes, Thomas H. 

Keigwin, Henry W. 
"Klein, Anthnn- W. 

256 



'Levine, Maurice 
"Lippe, Adolph A. 
"Lipschutz, Berthold 

Low, Clara L. 

McDonald, H. Rosabel 

Mann, Paul B. 
"Merchant, Isabel L. 
"Norr, Henry I. 
"Peterson, A. Everett 
'Pingrey, (Mrs.) Cora E, 



H. S. T. A. BULLETIN 



•Quimby, Ernest S. 
•Reynolds, Gerald 
•Rosenthal Terese R. 
•Schamus, John B. 

Schapiro, Barnet 

Schonberg, Max 

Siedler, Charles W. 

Smith, Harriet K. 

Stamm, Caroline L. 
•Tracy, Mary L. 
•Williams, Joseph S. 
■•Wirth, Charles A. 
•Withers, Samuel C. 

Woodman, Sophie P. 

Wylie, Stella M. 
•Young-High, (Mrs.) Caroline 



BY DEPARTMENTS 

Biology Department 
Mann, Paul B., Chairman 
Merchant, Isabel L. 
Pingrey, Cora E. 
With, Charles A. 
Young-High, Caroline 

Commercial Subjects. 
Altholz, Nathaniel 



Klein, Anthony W. 
Lipschutz, Berthold, Chairman 
Smith, Harriet K. 

Domestic Science Department 
Low, Clara L. 

Drawing Department 
Coster, Silvie de G., Chairman 
Heller, Maxwell L. 
McDonald, H. Rosabell 

English Department 
Cohn, Louis B. 
Durfee, Clayton G. 
Haley, Jesse H. 
Hughes, Thomas H. , 

Quimby, Ernest S., Chairman 
Schamus, John B. 
Tracy, Mary L. 
Wylie, Stella M. 

French Department 
Hall, Margaret W. 
Hubbard, Marion L. 

German Department. 
Ackerle, Ida V. 
Greditzer, M. Moritz, Chairman 
Herrmann, Anna L. 



Heuermann, Helena F. 
Schonberg, Max 
Stamm, Caroline L. 

History Department. 
Peterson, A. Everett, Chairman 
Woodman, Sophie P. 

Latin Department 
Siedler, Charles W. 
Williams, Joseph S., Chairman 

Mathematics Department 
Arenwald, Mesmin 
Keigwin, Henry W., Chairman 
Levine, Maurice 
Lippe, Adolph A. 
Norr, Henry I. 
Rosenthal, Terese R. 
Withers, Samuel C. 

Music Department 
Reynolds, Gerald 

Physical Training Department 
Edmunds, Maude A. 
Schapiro, Barnet 

Physics Department 

Hannan, Walter S. 



FAR ROCKAWAY HIGH SCHOOL. 



Barbanell. A. Irving 

Barnes, Edwin A. 

Belding, Albert G., First As- 
sistant 

Bonfoey, Emma C. 

Broomall, Laura B. 

Crim, Adelaide 

Ellsworth, Sanford J., Principal 

Fish, Alanson L. 

Flanders, Addie E. 

Greenburg, Sophia 
•Jennison, Emily M. 

Jeschke, Martha L. 

Kennedy, Anna J. 

Lanz, Lea B. 

Livermore, H. Louise 

Marquard, Edwin G. 
•Prescott, Lucy M. 
"Van Dusen, Eldon M. 

Wright, Grace L. 



BT DEPARTMENTS 

Cooking Department 

Vacancy 

Clerical Assistant 
Greenburg, Sophia 

Commercial Branches Department 
Belding, Albert G. 
Vacancy 

Drawing Department 
Wright, Grace L. 

Elocution Department 
Crim, Adelaide 

English Department 
Bonfoey, Emma C. 
Vacancy 

French Department 
Lanz, Lea B. 

German Department 
Jeschke, Martha L. 



History Department 
Kennedy, Anna J. 

Latin Department 
Flanders, Addie E. 
Prescott, Lucy M. 

Mathematics Department 
Barbanell, A. Irving 
Jennison, Emily M. 

Music Department 
Marquard, Edward G. 

Physical Training Department 
Fish, Alanson L. 
Livermore, H. Louise 

Science Department 
Barnes, Edwin A. 
Broomall, Laura B. 

Stenography and Typewriting 

Department 
Van Dusen, Eldon M. 



FLUSHING HIGH SCHOOL. 



Avery, Elizabeth 

Bardenheuer, Clara E. 
•Barnwell, Walter 
•Baumeister, John 

Boynton, Carolyn A. 
•Carey, Margaret E. 

Chapman, Frances E. 
•Clark, John Hally, Principal 

Deihl, Frank S. 

Ely, Jean 

Ferry, Alice M. 

Fish, Alanson L. 

Fountain, Emma A. 
•Green, Helen 



•Hood, Edward C. 
*Jenks, Paul R. 

Jones, Blanche 

Killen, Arthur H. 

Klein, Margaret A. 

Lane, Mary C. 
Lay, Wilfrid 

Livermore, Harriet L. 
•Marquard, Edward G. 
•Miller, Frank H. 
*Nearing, Elena P. 

Palmer, May T. 

Pulvermacher, Wm. Dean 
•Read, Warren W. 
257 



*Ross, Annie 
Sands, Mary E. 
Swick, Mary S. 
Wood, Howell R. 



BY DEPARTMENTS 

Biology Department 
Hood, Edward C. 
Pulvermacher, Wm, Dean 

Clerk 

Sands, Mary E. 



HIGH SCHOOL DIRECTORY 






Commercial Branches 
Carey, Margaret E. 
Deihl, Frank E. 

Drawing Department 
Swick, Mary S. 

Elocution Department 
Klein, Margaret A. 

English Department 
Avery, Elizabeth 
Boynton, Carolyn A. 
Fountain, Emma A. 
Jones, Blanche 
Read, Warren W. 



History Department 
Chapman, Frances E. 
Miller, Frank H. 

Latin Department 
Jenks, Paul R. 
Lane, Mary C. 
Lay, Wilfrid 

Librarian 
Ely, Jean 

Mathematics Department 
Barnwell, Walter 
Nearing, Elena P. 
Palmer, May T. 



Modern Languages Department 
Bardenheuer, Clara E. 
Baumeister, John 
Ferry, Alice M. 
Green, Helen 
Ross, Annie 

Music Department 
Marquard, Edward G. 

Physical Training Department 
Fish, Alanson L. 
Livermore, Harriet L. 

Science (Physics and Chemistry) 
Killen, Arthur H. 
Wood, Howell R. 



GIRLS' HIGH SCHOOL. 






•Felter, Dr. William L., 

Abbott, Marguerite W. 

Adair, Edith 

Arey, Albert L. 
•Babcock, Maude R. 
•Barker, M. Ellen 
Beckley, Clara M. 

Briggs, Emily E. 

Briley, Beatrice A. 

Bunting, Mildred B. 

Byrnes, Esther F. 

Cahill, Rose 

Cann, Bertha 

Carter, Effiie A. 

Chase, Charlotte G. 

Chatterton, Minnie E. 
Childs, Lelia M. 

Clark, Cora B. 

•Clark, Emma K. 

Clarke, Teresa A. 

Clinton, Mrs. Fanny L. 

Cochran, Thomas 

Couch, Anne M. 
•Cushman, Earl L. 

Dame, Lydia M. 

Davies, Rebecca H. 

Davis, (Miss) Frank L. 
Denfield, Charlotte S. 

Dietrich, Bertha K. 

Duurloo, Wilhelmine H. 
•Ellis, Sophia 

Evans, William F. 

Farrant, Louise G. 
•Ford, Celia 

Gardner, Maude 

Germann, Susan M, 

Goodrich, Charlotte 

Hale, Agnes L. 

Hall, Mary E. 

Hanks, Lenda T. 

Hardy, Ruth G. 

Harris, Mary O. 

Hayes, Helen M. 
•Higgins, Alice 

Hoffman, Margie E. 

Holman, Mabel L. 

Holmes, Abby B. 

Holt, Henry L. 

Hughes, Annie R. 

Huntington, Belle 

•Ingalls, Margaret L. 

Jenkins, Anna S. 

Jenkins, Manford M. 
•Jenness, Jennie M. 

Jewell, Edith 

Joannes, Jules S. 

Johnston, Ina W. 

Jones, Emma A. 

Junge, Antonie 



Principal Keller, Anna T. 

Ketchum, Daisy T. 

Keyes, Rowena K. 
*Lee, Marguerite T. 

Leland, Genevieve M. 

Lepere, Bertha B. 

Liscombe, (Mrs.) Esther A. 

Lumley, Eleanor P. 
•Lyle, Edith K. 
Mattes, Max H. 

McCarty, Maria C. 

Merriam, Betsey G. 

•Miller, Grace H. 

Miller, Mabel 

Miller, Maud 
'Mullen, Loring B. 

Patterson, Mabel L. 

Perkins, Fannie D. 
Pichel, Margaret 

Pyles, Marian 
*Rae, Anne M. 

Romaine, S. Helen 

Rowe, (Mrs.) Emma L. H. 

Sclmmer, Jacob H. 
•Seelman, H. Elizabeth 

Seymour, Macy I. 

Simmons, Kate C. 

•Smith, Charlotte 

Spencer, Mary 

Sprague, Almeda 

Steers, Edna L. 

Stevens, Alice A. 

Stevenson, Beulah E. 

St. John, Emily P. 

Stone, Lulu M. 
•Rullivan, Bessie 

Taylor, Teannette S. 

Treadwe'll, Flora G. 

Wakeman, Susan E. 

Wales, Alma E. 
Watrous, Louise E. 

Way, Mary J. 

Wendt, Cordelia 
*White, Beppie R. 

•Willard, Gladys 

Wilson, Bessie D. 

Wilson, Zada T. 

*Wins1ow, Julia E. 

Wisthaler, Johanna S. 

Witherbee, Reta 

Wollaston. Caroline M. 

•Wright, Mabel 



BY DEPARTBCEHT8 

Biology Department 
Lee, Marguerite T., Head Teacher 
Bunting, Mildred B. 
258 



Byrnes, Esther F. 
Dietrich, Bertha K. 
Goodrich, Charlotte 
Hanks, Lena T. 
Hoffman, Margie E. 
Rae, Anne M. 
Steers, Edna L. 

Cooking Department 
Perkins, Fannie D. 

Drawing Department 
Gardner, Maude, Chairman 
Jones, Emma A. 
Johnston, Ina W. 
Ketchum, Daisy T. 
Simmons Kate C. 
Spencer, Mary 
Stevenson, Beulah E. 

English Department 
Adair, Edith 
Cann, Bertha 
Chase, Charlotte G. 
Clinton, Mrs. Fanny L. 
Davis, Miss Frank L. 
Holman, Mabel L. 
Holmes, Abby B. 
Keyes, Rowena K. 
Miller, Mabel 
Romaine, S. Helen 
Seelman, H. Elizabeth 
Seymour, Macy I. 
Sprague, Almeda 
St. John, Emily P. 
Stone, Lulu M. 
Taylor, Jeannette S. 
Wendt, Cordelia, Head Teacher 
White, Bessie R. 
Witherbee, Reta 

French Department 
Higgins, Alice, Head Teacher 
Abbot, Marguerite W. 
Harris, Mary O. 
Lepere, Bertha B. 
Wilson, Bessie D. 

German Department. 
Cushman, Earl L., Chairman 
Babcock, Maude R. 
Denfeld, Charlotte S. 
Duurloo, Wilhelmine H. 
Hayes, Helen M. 
Tunge, Antonie 
Kellner, Anna T. 
Wisthaler, Johanna S. 

History Department 
Cahill, Rose, Head Teacher 
Couch, Anne M. 



Davies, Rebecca H. 
Hardy, Ruth G. 
Lyle, Edith K 
Merriam, Betsey G. 
Stevens, Alice A. 
Way, Mary J. 

Latin Department 
Briggs, Emily E. 
Clark, Emma K. 
Dame, Lydia M. 
Ellis, Sophia 
Farrant, Louise G. 
Ford, Celia, Head Teacher 
Jenkins, Anna S. 
Lumley, Eleanor P. 
McCarty, Maria C. 
Willard, Gladys 
Winslow, Julia E. 



H. S. T. A. BULLETIN 



Mathematics Department 
Mullen, Loring B., Head Teacher 

Chatterton, Minnie E. 

Childs, Lelia M. 

Germann, Susan M. 

Hale, Agnes L. 

Ingalls, Margaret L. 

Jewell, Edith 

Miller, Maud 
Pichel, Margaret 

Smith, Charlotte 

Sullivan, Bessie 

Wales, Alma E. 
Watrous, Louise E. 

Wilson, Zada J. 

Wright, Mabel 

Music Department 
Joannes, Jules S., Chairman 
Liscombe, (Mrs.) Esther A. 
Mattes, Max H. 



Physical Training Department 
Wollaston, Caroline M., Chairman 
Clark, Cora B. 

Hughes, Annie R. 

Huntington, Belle 

Treadwell, Flora G. 

Physics Department 
Arey, Albert L,, Head Teacher 
Briley, Beatrice A. 
Carter, Effie A. 
Evans, William F. 
Holt, Henry L. 
Jenkins, Manford M. 
Jenness, Jennie M. 
Schumer, Jacob H. 

Physiography Department 
Arey, Albert L., Head Teacher 
Cochran, Thomas 



JAMAICA HIGH SCHOOL. 



Bradley, S. M. 

Brown, A. W. 

Brown, C. G. 

Buechner, Alice E. 
*Busbee, C. 
*Chickering, E. C. 

Corcilius, J. 
*Dilger, M. 
*Edgerton, M. 

Epler, Alice 
*Fairley, Edwin 
•Fennebresque, L. 
*Ferris, M. D. 
*Gay, Laura S. 
*Grant, R. A. 
*Hoadley, H. 
*Hochderffer, Mrs. M. 

Holmes, E. A. 

Hook, M. A. (Clerk) 

Jacob, A. G. 

Joselyn, R. (Librarian) 

Kessel, T. (Clerk) 
•Kibby, W. J. 
*Krause, Carl A. 
*Lawrence, A. 
*Linville, Henry R. 
*Luetscher, G. D. 

McConnell, M. 
*McNamara, Edward J. 

Mann, J. 

Mannhardt, E. G. 
*Mitchell, Theodore C, Principal. 

Morrissey, Fannie A. 
*0'Keefe, David H. 

Parker, G. A. 
*Quick, Oscar 

Root, Minnie 



Root, Lydia 

Rosenstadt, B. 
'Silvermann, Henry 

Starkey, W. A. 
'Thompson, K. W. 
'Thorp, Benjamin H. 
'Vosburgh, Charles H. 
'Ward, A. W. 
'Wilkin, J. D. 
"Wilson, George F. 



BT DEPARTMENTS 

Biological Science Department 
Linville, Henry R., Chairman. 
Holmes, Ella A. 

Classical Languages Department 
Chickering, E. C, Chairman. 
Grant, R. A. 
Hoadley, H. 
Root, Lydia F. 

Commercial Branches Department 
Starkey, Warren L., Chairman 
Kibby, Warren J. 
McNamara, Edward J. 
Morrissey, Fannie A. 
O'Keefe, David H. 
Parker, George A. 

Drawing Department 
Epler, Alice, Chairman. 
Ferris, Mary D. 

Elocution Department 
Ward, A. W. 



English Department 
Fairley, Edwin, Chairman. 
Bradley, Susan M. 
Brown, Adelaide W. 
Hochderffer, Mary 
Root, Minnie R. 
Thorp, Benjamin H. 

History Department 
Edgerton, Myra T. 
Lawrence, Antoinette, Chairman. 
Luetscher, George 

Mathematics Department 
Wilkin, Josephine D., Chairman. 
Brown, Charles G. 
Busbee, Christina 

Modern Languages Department 
Krause, Carl A. (> Chairman. 
Corcilius, Josephine 
Dilger, Marie 
Fennebresque, L. 
Mannhardt, E. G. 
Rosenstadt, Bertha 

Music Department 
McConnell, Marie 

Physical Science Deepartment 
Vosburgh, Charles H., Chairman. 
Ouick, Oscar 
Thompson, K. W. 

Physical Training Department 
Jacob, A. Gertrude 
Silverman, Henry 



JULIA RICHMAN HIGH SCHOOL. 



*Wolfson, Arthur, Principal 

Ake, Virginia A. 
•Arnold, David L. 

Ashcroft, Carrie Van R. 

Beck, Florence 

Brand, Louis 
•Brockman, May E. 
*Brooks, Mabel Frances 



Cahill, Mary F. 
'Carpenter, Idelette 

Clark, Eleanor P. 
*Cole, Beulah V. 

Crocker, Nellie J. 

Filfus, Nathaniel 
*Goller, Gratia 

Hastings, Ada L. 
259 



Hazen, Charlotte 

Herendeen, Jane E. 

Hodgetts, Abbie S. 

Howes, Emily 

Hyde, Isabella 

Jumnefsky, Simon J. 
*Kahn, Jeannette 
•Kennedy, Agnes 



HIGH SCHOOL DIRECTORY 



"Knopfmacher, Ida 
'Lancaster, Bertha 
'Leonard, Mrs. Nina V. 

Levy, Rose Adelaide 

Lewenthal, Rebecca 

Linker, John 

Lupton, Olive Moore 
'McLane, Fannie Moulton 

Maeder, Emily L. 

Maloney, Katherine E. 

Mitchell, Marguerite F. 
'Moscovitz, Bertha J. 

Mulcahy, Mary A., Cler. Asst. 

Nahon, Zarita 
"Opdycke, John B. 

Ruggeri, Agnes C. 
""Salgman, Anna 

Saxton, Margaret D. 

Shwitzer, Myrtle, Cler. Asst. 

Smith, Edith Ives 

Thomas, Lulu E. 
"Topp, Emily 
"Topper, Mrs. Anna 

Trautvetter, Ida 

Underhill, Mary 

Vermilya, Mabel 
'Waite, Charlotte Augusta 

Walter, M. Louise 

Wehle, Hanna 

Wendell, May Godfrey 

White, Isabelle D. 

White, Mabel M. 



BY DEPARTMENTS 

Biology Department 
Carpenter, Idelette 



McLane, Fannie Moulton 
Topp, Emily 

Commercial Branches Depart- 
ment 

Filfus, Nathaniel 
Goller, Gratia 
Jumnefsky, Simon J. 
Linker, John 
Salzman, Anna 

Cooking Department 
Brockman, May E. 
Moeder, Emily L. 

Drawing Department 
Hastings, Ada L. 
Lewenthal, Rebecca 
Maloney, Katherine E. 

Elocution Department 
Herendeen, Jane E. 
Leonard, Nina V. 

English Department 
Beck, Florence 
Brooks, Mabel Frances 
Herendeen, Jane E. 
Hodgetts, Abbe S. 
Howes, Emily 
Lancaster, Bertha 
Lupton, Olive Moore 
Opdycke, John B. 
Thomas, Lulu E. 

French Department 
Hyde, Isabella 
Moscovitz, Bertha J. 
Nahon, Zarita 
White, Isabelle D. 



German Department 
Crocker, Nellie J. 
Knopfmacher, Ida 
Saxton, Margaret D. 
Trautvetter, Ida 
Wehle, Hanna 
Wendell, May Godfrey 

Latin Department 
Clarke, Eleanor P. 

Mathematics Department 
Arnold, David L. 
Underhill, Mary 
Vermilya, Mabel 

Physical Training Department 
Ashcroft, Carrie Van R. 
Hazen, Charlotte 
Smith, Edith Ives 

Physiography Department 
Cole, Beulah V. 

Sewing Department 
Waite, Charlotte Augusta 
Walter, M. Louise 

Stenography Department 
Ake, Virginia A. 
Brand, Louis 
Cahill, Mary F. 
KaKn, Jeanette 
Kennedy, Agnes 
Levy, Rose Adelaide 
Mitchell, Marguerite F. 
Ruggeri, Agnes C. 
Topper, Anna 
White, Mabel M. 



MANUAL TRAINING HIGH SCHOOL. 



Abbott, Frederick B. 
*Aldridge, Vincent 
*Allen, J. Trevette 

Baker, H. Latham 
*Baker, Eleanor R. 

Bachelder, Mary A. 

Baldwin, Walter J. 

Barasch, Morris 

Bates, Herbert 
*Bawden, Sarah E. 

Beebe, Dee 

Bergoffen, Herman 

Besarick, Caroline B. 

Bloom, Ira I. 

Boecker, Alexander 
*Boole, Emily 

Boole, Florence A. 
*Braman, Mary L. 

Brown, Merton A. 
*Brundage, Howard D. 
*Bryant, Elizabeth E. 

Bushong, Alice M. 

Cambern, J. Raymond 
*Coan, Charles W. 

Colony, M. Elizabeth 

Colsten, Albert L. 

Cotter, Julia J. 

Davis, Eunuice M. 

Dickler, Nathan N. 
*Dickinson, Henry N. 
*Dickman, Mary B. 

Dithridge, Caroline 

Edwards, Sidney 
*Elting, Mabel 

Everson, Anna 



Fanning, Grace M. W. 

Foster, Edwin W. 

Foster, Oscar R. 
*Freeberg, Sigrid C. 

Frerichs, Harrison 

Gativran, Ethel H. 
*Geiss, M. Paula 

Germann, Charles C. 

Gilson, Channing W. 

Glassberg, Benjamin 

Gnade, Agnes 

Gray, J. Newton 
*Creen, Florence 
*Hackedorn, Marion 
*Hall, Mary A. 

Hampshire, John W. 
*Harris, Lena 

Hazen, Ella M. 

Hertzfield. Leonore H. 

Heyer, Ella G. 

Hierholzer, Carlo O. 

Hoffman, Mark 

Holly, Harold A. 

Holzman, Abraham 

Hunt, Arthur E. 

Jacobson, Harry 

Jones, W. R. 

Katz, Samuel 

Kern, Albert J. W. 
*Lamb, William W. 

Larkins, Charles D. 

Lasswell, Arthur C. 
*Lenfest, Bertram A. 

LeRoy, Walter I. 

Lindlar, William 

260 



"Low, J. Herbert 

Ludwig, Augustus 
*Luther, E. M. 

McArdle, Tohn Philip 
*McCall, Carleton C. 

McCreary, Herbert J. 

McDonald, John J. 
*McDowell, Mary S. 

MacColl, Robert J. 
*MacKay, Alfred 

Mackby, Julius C. 
*Mageworth, J. Otis 

Maginn, Elizabeth M. 
*Marquardt, Florence 

Massoneau, Robt. T., Tr. 

Mattuck, J. A. 
*Meneely, John H. 
*Meserve, Martha C. 

Mueller, Ernest G. 

Murphy, Margaret L. 

Nelson, Willard B. 

Nevins, Dora R. 
*Odell, Louis S. 

O'Donnell, Emmett 

Oliver, Jos. W. 
*Oswald, Frederick W., Jr. 

Peck, Emily S. 
*Perrine, Charles 

Perry, Oroli R. 

Peters, Frederick A. 

Pignol, Gertrude A. M. 

Prentis, Hally M. 
*Puig, Louise M. 
*Richardson, William C. 

Robinson, Alfred I. 



H. S. T. A. BULLETIN 



*Robinson, F. D. 

Robinson, John T. 

Roeth, Natalie 
*Russell, Warren L. 

San Giovanni, Eduardo 

Saymon, Ignatz 
*Schaible, G. C. 

Schradieck, H. E. 

Schryver, George Orin 
*Schultz, Elizabeth 
1 Schwartz, Edward E. 
*Shihiberg, Jeannette 
*Shinn, Victor I. 

Shumway, Edgar S. 
*Smith, Mrs. Grace L. 
*Smith, J. Clarence 
*Smith, M. Helen 

Snow, Minnie R. 
*Snyder, B. Louis 

Solomon, Charles 
*Soule, Bertha L. 
*Stern, Regine 

Stone, Mabel 

Stone, Maudie L. 
*Taylor, Nettie 
•Terrel, Lillian A. 
*Vail, Clarence W. 

Van Olinda, James E. 

Volkaerts, Marie 
*Walker, Alice J. 

Walker, Ruth N. 

Walton, Georgiana C. 

Weed, Henry T. 

Wikel, Henry H. 

Wilson, Agnes W. 
*Wolcott, Henry 
*Wright, Helen L. 
*Yarrington, Adrian 

Yerbury, Chas. S. 

Zaslaw, Myer 



BY DEPARTMENTS 

Biology Department 
Braman, Mary L. 
Everson, Anna E. 
Hunt, Arthur E. 
Lasswell, Arthur C. 
Roeth, Natalie S. 
Stone, Maudie L. 
Walker, Ruth N. 
Wolcott, Henry G. 

Boys' Shop Department 

Billingham, F. L. 

Boecker, Dr. Alexander 

Brundage, Howard D. 

Edwards, Sidney 

Foster, Edwin 
: Gilson, Channing W. 
' Lenfest, Dr. Bertram A. 

Leroy, Walter A. 

McCall, Carleton 

Mackay, Alfred 

Oliver, Joseph W. 

Robinson, Alfred T. 
| Robinson, John T. 

Clerical Assistants 
Hertzfield, Leonore H. 
Massoneau, Robert L., Jr. 
Weinberger, George, Substitute 

English Department 
Bates, Herbert 



Bawden, Sarah E. 
Bergoffen, Herman 
Boole, Emily R. 
Boole, Florence A. 
Cambern, J. Raymond 
Cotter, Julia T. 
Elting, Mabel 
Gauvran, Ethel H. 
Gnade, Agnes 
Hampshire, John W. 
Hoffman, Mark 
Ludwig, Augustus 
Luther, Edith M. 
Meneely, Dr. John H. 
Meserve, Martha C. 
O'Donnell, James Emmett 
Peck, Emily S. 
Prentis, Hally M. 
Saymon, Ignatz 
Taylor, Nettie 
Vail, Clarence W. 
Walker, Alice J. 

French Department 
Allen, John Trevette 
liachelder, Mary A. 
Klein, Leopold, Substitute 
Lamb, Dr. William W. 
Maginn, Eliza M. 

Free Hand Drawing Department 
Beebe, Dee 

Buck, Fredk., Substitute 
Frerichs, Harrison, M. D. 
Menzel, Eda, Substitute 
Murphy, Margaret I. 
Shinn, Victor 
Wright, Mrs. Helen S. 

German Department 
Bushong, Alice 

Fleischer, Emanuel M., Substitute 
Geiss, M. Paula 
Hackedorn, Marion 
Kern, Dr. Albert J. W. 
Lamb, Dr. William W. 
Levy, Gretchen R., Substitute 
Mageworth, J. Otis 
Mueller, Ernest G. 
Oswald, Dr. Frederick Wm., Jr. 
Peters, Frederick A. 
Pignol, Gertrude A. M. 
Schaible, Godfrey C. 
Schutze, Eliza 
Schwartz, Edward E. 
Stern, Regine 

Girls' Shop Department 
Brockman, Mary E. 
Dickman, Mary B. 
Green, Mrs. Florence 
Stone, Mabel 
Terrell, Lillian 

History Department 
Fanning, Grace M. W. 
Glassberg, Mr. 
Hall, Mary A. 
Low, J. Herbert 
Marquardt, Florence 
Puig, Florence M. 
Yarrington, Adrian M. 

Latin Department 

Bryant, Elizabeth E. 
Dickinson, Hy. N. 
Dithridge, Caroline 



Heyer, Ella G. 
McDonald, John J. 
McDowell, Mary S. 
Perrine, Charles 
Richardson, William C. 
Russell, Warren L. 
San Giovanni, Dr. Eduardo 
Schryver, George Orin 
Shumway, Dr. Edgar S. 
Smit'h, J. Clarence 
Soule, Bertha L. 

Librarian. 
Hazen, Ella H. 

Mathematics Department 
Aldridge, Dr. Vincent 
Baker, Dr. Arthur L. 
Baker, Eleanor R. 
Baldwin, Walter J. 
Banta, Mary 
Barasch, Morris 
Colsten, Albert L. 
Davis, Eunice M. 
Dickler, Nathan N. 
Freeberg, Sigrid C. 
Harris, Lena 

Hopkins, Francis L., Substitute 
Jones, Walter R. 
McArdle, John Philip 
McCreary, Herbert J. 
MacColl, R. J. 
Nevins, Dora R. 
Odell, Louis S. 
Robinson, Franklin D. 
Shimberg, Jeanette 
Snow, Minnie R. 
Solomon, Charles 
Walton, Georgiana C. 

Mechanical Drawing Department 
Abbot, Fredk. B. 
Coan, Charles W. 
Jacobson, Harry 
Mackby, Julius C. 

Music Department 
Smith, Grace L. 
Van Olinda, James E. 
Yerbury, Charles S. 

Physical Science Department 
Brown, Merton A. 
Foster, Oscar R. 
Germann, Charles C. 
Gray, J. Newton 
Holly, Harold A. 
Holzman, Abr. 
Mackay, Alfred 
Mattuck, Tacob A. 
Nelson, Willard B. 
Snvder, B. Louis 
We^ed, Henry T. 

Physical Training Department 
Besarick, Caroline B. 
Bloom, Isador 
Colony, Elizabeth 
Hierholzer, Carl O. 
Wikel, Henry H. 
Wilson, Agnes W. 

Teachers-in-Training 

Duntze, Catherine, English 
Hennelly, Mary F., History 
Kemlo, Elizabeth W., English 
Scudder, Sara, Biology 



261 



HIGH SCHOOL DIRECTORY 
MORRIS HIGH SCHOOL. 



•Denbigh, John H., Principal. 

Ackerly, Jennie 

Althaus, Amalie 

Althaus, Edward 
*Ames, Jessie T. 

Andrews, Grace 

Appel, Frank J. 

Armand, Emma C. 
•Avent, John M. 

Baer, Dena 

Ballard, Charles C. 

Barnum, Grace E. 
*Bates, Abby B. 
*Bates, Thomas S. 

Bergman, Morris L. 
*Bogart, Elmer E. 
*Bogart, Sarah H. 

* Bourne, Mary J. 
Brackett, Mary M. 

*Brand, Josephine 
*Bridgman, Anne T. 
*Bryant, Mrs. Emma B. 

Burt, Clara M. 

Butler, Evelyn M. 
*Carey, Alice M. 

Carleton, Bessie G. 
*Carr, Agnes 
•Clarke, Helen MacG. 

Cohen, Samuel 
*Constantine, Harriet L. 
*Cutler, Sanford L. 
*Davis, Josie A. 
*Diedrich, Marie M. 
*Ernst, Frederic 

* Evans, Austin H. 
*Falk, Mrs. Anna A. 

Foster, Harold E. 

Franke, Clara E. 
*Fraser, Effie 

Freestone, Mary C. 

Gaylord, Harriet E. 

Gilmour, Emily J. 

Hagar, Etta M". 

Hathaway, Bertha F. 
*Hazen, Louise C. 

Heikes, Irving A. 
*Hixon, Kate B. 
*Horwitz, Lillian 
*Howell, Logan D. 

Jablonower, Benjamin 

Joslin, Jennie M. 
*Kellogg. Raymond N. 
'Knox. Charlotte G. 
*Knowlton, Mary E. 

Konerman, Helene V. 
*Kroeber, Elsbeth 
*Landau, Laura 
*Leighton, Margarette M. 
•Leuchs, Fritz A. H. 
*Lewis, Arthur C. 

Lippert, Marie 

Look, Samuel M. 
*Mann, Paul B. 
•Matthews. Archibald J. 

Elkau, Herman M. 

Emmons, Fred E. 
*Lanz. Ida B. 
•Mendum, Georgiana 
•Miller, Charles A. 

Miller, Mvrtle H. 
•Morse, Elizabeth E. 

Muller, Ada H. 
*Munro, Kate M. 
•Mussey, Dela P. 
•Normile. Mary 
•O'Rourke. Annie F. 
•Palmer, Anna M. 
•Parker, Jacob 
•Parker, Margaret B. 



•Peabody, James E. 
•Pulvermacher, Dolores 

Pyle, Willard R. 
*Pyne, Henry R. 
•Read, Edith 
•Scharff, Violette E. 

Schaumloeffel, John H. 

Schieb, Richard 

Schoedde, Emma J. 

Schlosber, Samuel 
•Schoenrock, Hedwig 

Schmidt, Mabel Pearson 
•Scott, Cora A. 

Scudder, John O. 

Scully, Teresa M. 

Staelin, Leonie E. 
•Shannahan, Willard D. 
•Shultz, Birl E. 
•Skeele, Otis C. 

Smith, Donald E. 

Sohon, Michael D. 
•Spencer, Estella 
•Story, Helen M. 

Strayer, Franklin R. 
•Surrey, Frank M. 

Swartout, Caroline H. 
•Theobald, Jacob, Jr. 
•Thompson, Annie S. 

Tilley, LydiaL. 
•Tracey, Edwin S. 

Trimble, Louise M. 

Van Allen, Katherine C. 

Vanderbilt, Grace W. 

Van Santvoord, Mrs. Alice G. 

Volkhausen, William 

Wahl, Emanuel M. 
•White, Fred C. 

Willams, Edward M. 

Williams, Sarah P. 
•Winslow, Isabel G. 

Wohlfarth, Amelia 

First Assistants 
Althaus, Edward 
Bates, Abby B. 
Davis, Josie A. 
Heikes, Irving A. 
Peabodv, Tames E. 
Pyle, Willard R. 
Sohon, Michael D. 



BY DEPARTMENTS 

Ancient Languages Department 
Davis, Josie A., Head of De- 
partment. 
Bogart, Elmer E. 
Bogart, Sarah H. 
Carr, Agnes 
Constantine, Harriet L. 
Cutler, Sanford L. 
Evans, Austin H. 
Fraser, Effie 
Pyne, Henry R. 
Shannahan, Willard R. 

Biology Department 
Peabody, James E., Head of De- 
partment. 
Hixon, Kate B. 
Kroeber, Elsbeth 
Read. Edith 
Vanderbilt, Grace W. 

Chemistry Department 

Sohon, Michael D., Head Teacher 

262 



Clerical Assistants 
Brackett, Mary M. 
Scully, Theresa 
Van Santvoord, Alice G. 
O'Rourke, Anne F. 

Commercial Branches Department 
Williams, Edward M., Head of 

Department. 
Cohn, Samuel 
Jacobia, Spencer P. 
Volkhausen, William 

Domestic Science Department 
Story, Helen M. 

Drawing Department. 
Mussey, Dela P. 
Ames, Jessie T. 
Morse, Elizabeth 
Parker, Margaret B. 
Spencer, Estella 
VanAllen, Katherine C. 

English Department 
Foster, Harold E., Head of 

Department. 
Avent, John M. 
Ballard, Charles C. 
Ernst, Frederic 
Falk, Anna A. 
Gaylord, Harriet E. 
Howell, Logan D. 
Knox, Charlotte G. 
Knowlton, Mary E. 
Look, Samuel M. 
Matthews, Archibald J. 
Mendum, Georgiana 
Muller, Ada H. 
Normile, Mary 
Schlosberg, Samuel 
Trimble, Louise M. 
Williams, Sarah B. 
Munro, Kate M. 
Schmidt, Mabel Pearson 

Elocution Department 
Bates, Thomas S. 
Kellogg, Raymond N. 

French Department 
Diedrich, Marie M., Head of De- 
partment. 
Armand, Emma C. 
Carlton, Bessie G. 
Bryant, Emma B. 
Konerman, Helen V. 
Lanz, Ida B. 
Schoedde, Emma J. 
Scharff, Violette 

German Department 
Althaus, Edward, Head of De- 
partment. 
Althaus, Amelie 
Appel, Frank J. 
Franke, Clara E. 
Leuchs, Fritz A. H. 
Lippert, Marie P. 
Scheib, Richard 
Schoenrock, Hedwig 
Swartout, Caroline H. 
Tilley, Lydia L. 
Wahl, Emanuel M. 
Wohlfarth, Amelia 
Staehlin, Leonie E. 

History Department 
Bates, Abby B., Head of De- 
partment. 



Andrews, Grace 
Baer, Dena M. 
Bourne, Mary J. 
Bridgeman, Anna T. 
Carey, Alice M. 
Thompson, Annie S. 
White, Fred C. 

Laboratory _ Assistants 

Jablonower, Benjamin 
Schaumloeffel, John 

Librarian 
Hathaway, Bertha F. 

Mathematics Department 
Heikes, Irving A., Head of De- 
partment. 
Ackerly, Jennie 
Bergman, Morris L. 
Clarke, Helen MacG. 



H. S. T. A. BULLETIN 



Gilmour, Emily 
Hazen, Louise C. 
Joslin, Jennie M. 
Landau, Laura 
Leighton, Margarette 
Lewis, Arthur C. 
Miller, Myrtle H. 
Scott, Cora A. 
Theobald, Jacob 
Winslow, Isabel G. 
"Brand, Josephine 
Elkar, Herman M. 

Music Department 
Tracy, Edwin S., Head of De- 
partment. 
Palmer, Anna M. 
Reynolds, Gerald 

Physical Training Department 
Skeele, Otic C, Head Teacher 



Barnum, Grace E. 
Butler, Evelyn M. 
Freeston, Mary C. 
Parker, Jacob 
Pulvermacher, Dolores 

Physics Department 
Pyle, Willard R. 
Burt, Clara M. 
Scudder, John C. 
Strayer, Franklin R. 
Emmons, Fred E. 

Physiography Department 
Miller, Charles A., Head of De- 
partment. 
Surrey, Frank M. 

Stenography Department. 
Hagar, Etta M. 
Horwitz, Lillian 



NEWTOWN HIGH SCHOOL. 



Baldwin, Jessie M. 

Bedell, Julia I. 

Book, Arthur E. 

Briggs, Larry 

Bryant, Grace 

Clinton, Emma A. 

Collins, Catherine 

Craft, Anna W. 

Crooche, Maxwell A. 

Eggleston, Charlotte 

Gomph, Anna M. 
•Grant, Alma M. 

Gross, Irene 
; Hewins, Nellie P. 

Hills, Caroline M. 
•Kingsbury, George H. 
*Larsh, Charles H. 

McAuliffe, Anna M. 

McMahon, Kathryn 

Marshall, Agnes M. 
•Meras, Albert A. 

Messenger, Leslie 

Miller, Maude E. 
*Morris, Mary F. 

Nicholas, Clyde B. 

Peck, Fannie C. 
i Powers, Minnie M. 
; Preston, Helen N. 

Putney, Edith N. 
•Radin, Max 

Rogers, Cora M. 

Seeber, Elizabeth 
*Schrmdt, Carl G. 

Shanley, Mary E. 
: Shaw, Adele M. 
! Slater, Henry B. 
•Smith, Charles M. 

Swenson, Celeste C. 

Wells, Nellie E. 

White, Cornelia B. 

White, Ruth E. 
•Woodruff, Frank E. 



"Zerban, Alex. H. W. 
Valentine, C. I. 
Machay, Catherine 



BY DEPARTMENTS 

Commercial Department 
Book, Arthur E. 
Hills, Caroline M., Chairman 
Larsh, Chas. H. 
Nichols, Clyde B. 
Peck, Fannie C. 
Slater, Henry B. 
Smith, Chas. M. 

Domestic Art Department 
Grant, M. Alma 

Domestic Science Department 
Smith, Maud 

Drawing Department 
Crafft, Anna W. 
Gardner, Gertrude 

English Department 
Baldwin, Jessie M. 
Gross, Irene 
Marshall, Agnes M. 
Rogers, Cora M. 
Shanley, Mary E. 
Shaw, Adele M., Chairman 
White, Ruth E. 

French and Spanish Department 

Clinton, Emma A. 

Meras, Albert A., Chairman 

German Department 
Miller, Maude E. 
Seeber, Elizabeth 
Wells, Nellie P. 



White, Cornelia B. 
Zerban, Alex H., Chairman 

History Department 
Briggs, Larry 
Gomph, Anna M. 
Preston, Helen C, Chairman 

Joinery and Mechanical Drawing 
Department 

Messenger, Leslie 

Latin Department 
Radin, Max, First Assistant 
Swenson, Celeste C. 

Library 
Bedell, Julia I. 

Mathematics Department 
Eggleston, Charlotte 
Powers, Minnie M., Chairman 
Putney, Edith M. 
Woodruff, Frank E. 

Music Department 
Valentine, Chas. I. 

Office Assistant 
Bryant, Grace 
Mackay, Catherine 

Oratory Department 

Collins, Catherine 

Physical Training Department 
Croohe, Maxwell A. 
McMahon, Kathryn 

Science Department 
Hewins, Nellie P. 
Kingsbury, Geo. H., 
Sr. Rep. 

McAuliffe, Anna E. 
Morris, Mary F. 



RICHMOND HILL HIGH SCHOOL. 



•Allen, Ralph W. 
"Atwater, John C. 
•Barber, Sara M. 
'Bea.rd, Stella S. 
'Beers, Florence E. 
•Burrage, Myra Allen 
'Chapin, Henry E. 



•Chapin, Jennie E. 

Clough, Jessie L. 
*Emery, Stephen 

Failor, I. N. 
•Finnigan, James J. 
•Flint, Arthur H. 
•Forbes, Abby Beal 
263 



•Gammon, Montague 
•Gaston, Charles Robert 
•Golde, Margaret D. 

Greene, Lillian L. 
•Henderson, Royal L. 
•Hubbard, Ruth E. 
•Johnson, Estelle M. 



HIGH SCHOOL DIRECTORY 



"Kulburn, Florence M. 
'Klein, Joseph J. 
*Knapp, Annie M. 

Lambert, Marcus B. 
'Landers, Leland L. 
"Leete, Gertrude M. 
"Lent, Suzanne B. 

Manfred, Maud E. 

Relph, Marion F. 
"Richardson, Marion G. 
'Root, Eva R. 

Stewart, Charles A. 
"Stilson,_ William E. 
"Trowbridge, Cornelia R. 
"Valentine, Morris C. 
"Voorhees, Sophia 

Wortmann, Johanna C. 



BY DEPARTMENTS. 

Ancient Languages Department 
Beers, Florence E. 
Johnson, Estella M. 
Voorhees, Sophia 

Biology Department. 
Henderson, Royal L. 
Valentine, Morris C. 



Commercial Branches Department 
Hubbard, Ruth E. 
Kilburn, Florence M. 
Klein, Joseph J. 
Stewart, Charles A. 

Drawing Department 
Allen, Ralph W. 
Clough, Jessie L. 
Flint, Arthur H. 

Elocution Department 
Barber, Sara M. 

English Department 
Beard, Stella S. 
Forbes, Abby Beal 
Gaston, Charles Robert 
Lent, Suzanne B. 
Root, Eva R. 
Trowbridge, Cornelia R. 

French Department 
Finnigan, James J. 

German Department 

Burrage, Myra Allen 
Golde, Margaret D. 
Lambert, Marcus B. 
Manfred, Maude E. 



Wortmann, Johanna C. 

History and Economics Depart- 
ment 
Knapp, Annie M. 
Leete, Gertrude M. 

Mathematics Department 
Landers, Leland L. 
Emery, Stephen 
Relph, Marion F. 
Stilson, William E. 

Music Department 
Greene, Lillian L. 

Physical Science and Chemistry 
Department 
Atwater, John C. 

Physical Training Department 

Chapin, Jennie E. 
Gammon, Montague 

Physiography Department 
Chapin, Henry E. 

Shorthand and Typewriting Depart- 
ment 
Richardson, Marion G. 



STUYVESANT HIGH SCHOOL. 



f Von Nardroff, Ernest R. ( 

cipal. 
'Andrews, Richard M. 
'Augsbury, Earl S. 
"Baier, Joseph G. 

Batt, David 

Battey, Lewis B. 

Bedford, Edgar A. 

Beha, Joseph L. 
'Brandau, George G. 
* Breckenridge, William E. 
"Bright, Robert A. 
"Brownlee, Raymond B. 
"Bruce, Murray 
"Brundage, Milton B. 

Chatfield, William A. 
"Cheney, Thomas C. 

Chrystall, Maurice M. 

Clark, John P. 
"Cooley, George E. 

Corbett, Joseph S. 
"Cornell, Charles E. 
"Davidoff, Henry 

Dorfman, Waldemar K. 

Downey, Frank 

Dunbar, William F. 
"Durkee, Ernest S. 
♦Ellard, Charles H. 
"Elmer, Clement G. 
*Fink, Frederick W. 
*Fisher, Philip 
♦Foster, Walter E. 
"Fritz, Henrv E. 
♦Fuller, Robert W. 
"Gage, Stanley A. 
*Gardner, Frank A. 

Germann, Aaron 
"Ooldbergfer. Henry H. 
"Goodrich, Foster 
♦Greenberg, Abraham B. 
"Greenberg, Tacob 
"Griswold, Clifford B. 
"Griswold, Edward B. 
"Hanford, Clarence D. 



Prin- *Hein, Henry E. 

*Henrinues, Maurice C. 
"Hingsberg, Thomas 

Hollander, Edward 
"Hopkins, William C. 
"Jacobs, Olin M. 

Johnson, Leslie A. 
"Klafter, Simeon H. 
*Knox, T. Harry 

Korey, Abraham J. 
"Law, Freederick H. 
♦Leavitt, William W. 
♦Leonard, Theodore S. 
*Leventha1, Murray J. 

Lipsky, Abram 

Lockwood, Cornelius 
*Maier. Augustus 

Mankiewicz, Frank 
♦Mantel, Herman E. 
♦Marks, Lazarus E. 
"Marston, James P. 

Mehrtens, Henry E. 
♦Mersereau, Samuel F. 
♦Messenger, John 

Mott, Howard W. 
♦Neumarker, John G. 

Nochkes, Adolph 
♦Norris, John S. 

O'Brien, William J. 
♦Page, Donald T. 

Parrott, Alfred F. 
♦Reynolds, Frank A. 
♦Rodman, Bayard B. 
♦Ross, A. Franklin 
*Sackman,_ Gilbert R. 

San, Louis J. 

Sanford, Clarence H. 
♦Schwarzkopf, Ernst 
♦Silberstein, Nathan 
♦Sindelar, Charles 

Smith, James V. 
♦Smith, Seymour L. 
♦Smith, Walter M. 

Smith, W. Palmer 
264 



♦Stahl, George F. 

Stapleton, Christopher E. 
♦Steigman, Benjamin M. 
♦Steinert, Tohn B. 

Stotler, Albert 
♦Tennant, George B. 
♦Uhlig, William C. 
♦Wallace, Minot L. 
♦Way, Abner P. 
♦Wedge, Alfred H. 
♦Weiser, Samuel 

Whitehall, Frank M. 
"Worth, William A. 
♦Wyman, William T. 



BY DEPARTMENTS 

Biology Department 
Bedford, Edgar A. 

Mechanical Drawing Department 
Battey, Lewis B. 
Gardner, Frank A. 
Greenberg, Abraham B. 
Knox, T. Harry 
Leonard, Theodore S. 
Sackman, Gilbert R. 

Chemistry Department 
Bright, Robert A. 
Brundage, Milton B. 
Ellard, Charles H. 
Fuller, Robert W. 
Rodman, Bayard B. 
San, Louis Tames 
Uhlig, William C. 

Clerical Assistant 
Batt, David (Librarian) 
Chrystall, Maurice M. 
Germann, Aaron 
Smith, James V.' 



H. S. T. A. BULLETIN 



Englfsh Department 
Bruce, Murray 
Davidoff, Henry 
Dore, Edward S. 
Goldberger, Henry H. 
Hein, Henry Emmo. 
Korey, Abraham J. 
Law, Frederick H. 
Marks, Lazarus E. 
Marston, James P. 
Smith, W. Palmer 
Stapleton, Christopher R. 
Steigman, Benjamin M. 
Tennant, George B. 
Whitehall, Frank M. 

Freehand Drawing 

Chatfield, William A. 
Fisher, Philip 
Fritz, Henry E. 

French Department 
Dorfman, Waldemar K. 
Greenberg, Jacob 
Parrott, Alfred F. 

German Department 
Beha, Joseph L. 
Brandau, George J. 
Elmer, Clement G. 
Fink, Frederick W. 
Klafter, Simeon H. 
Lipsky, Abram 
Mankiewicz, Frank 
Mantel, Herman E. 



Neumarker, John 
Nochkes, Adolph 
Norris, John S. 
Weiser, Samuel 

History Department 
Dunbar, William F. 
Ross, A. Franklin 

Latin Department 
Foster, Walter E. 
Leavitt, William M. 
Reynolds, Frank H. 
Wallace, Minot L. 
Wedge, Alfred H. 

Manual Arts Department 
(Metal Working) 
Gage, Stanley A. 
Griswold, Clifford B. 
Schwarzkopf, Ernst 
Smith, Seymour L. 
Smith, Walter M. 
Wyman, William T. 

(Wood Working) 
Goodrich, M. Foster 
Griswold, Edward D. 
Hanford, Clarence D, 
Hingsberg, Thomas 
Mehrtens, Henry E. 
Mersereau, Samuel F. 
Messenger, John 
Stahl, George F. 
Steinert, John B. 
Stotler, Albert 
Worth, William A. 



Mathematics Department 
Andrews, Richard M. 
Augsbury, Earl 
Breckenridge, William E. 
Cheney, Thomas Clyde 
Clark, John P. 
Corbett, Joseph S. 
Cornell, Charles F. 
Durkes, Ernest S. 
Henriques, Maurice C. 
Hollander, Edward 
Leventhal, Murray J. 
Marston, Charles W. 
O'Brien, William J. 
Page, Donald T. 
Silberstein, Nathan 
Sindelar, Charles 

Music Department 
Downey, Frank 

Physical Training Department 
Cooley, George E. 
Maier, Augustus 
Way, Abner P. 

Physics Department 
Baier, Joseph G. 
Brownlee, Raymond B. 
Jacobs, Olin M. 
Johnson, Leslie A. 
Lockwood, Cornelius W. 
Mott, Howard M. 
Sanford, Clarence H. 



WADLEIGH HIGH SCHOOL. 



Bacon, Helen E. 

Barrett, Martha 
Barrett, Miss M. B. 

Barton, Rose M. 

Bass, Bertha 

Beach, Mary R. 

Beare, Cornelia 

Beckwith, Frances A. 
*Bennett, Ray 
*Blair, Elizabeth E. 

Blenker, Anna C. 
*Blumenstock, J. Lewis 
"Bowman, Cora M. 
*Bruce, Grace A. 
"Bruere, Alice H. 

Bugbee, Harriet C. 

Burchard, Anna S. 

Cahill, Margaret 
*Cameron, Walter S. 

Carter, Mary K. 

Case, Florence L. 

Cassett, Edith 

Cavallier, Emilie 

Churchill, Martha B. 

Clark, Martha M. 
*Clendenin, William W. 

Colburn, Mary P. 
"Coman, Caroline 
*Cornish, Robert H. 

Crane, Elizabeth 

Cremins, Julia C. 

Davenport, Margery 
*Davis, Alice 
*Davis, Genevieve C. 

Delano, Sally N. 

Denis, Bertha 

Dike, Crnelia A. 
*Dike, Margaret L. 

Dobbin, Christine M. 



*Doty, Eleanor S. 
*Dowden, Florence A. 

Drake, R. W. 

Eastman, Marjorie M. 

Elliot, Lilian M. 
*Ford, Jessie F. 
*Fry, Rose L. 

Gano, Lina E. 
*Gavin, Helen 
* George, Auguste 

Gibson, J. Stewart 

Goodrich, Martha N. 
*Greiff, Lottie 
*Haefelin, Fanny J. 

Haney, Jennie Prudence 
*Harris, Gertrude B. 
*Harris, Mary E. 

Harris, Sadie 

Hart, Clara Orvis 

Hermann, Hattie 
'Hermans, Florence 
*Henry, Margaret Y. 

Hervey, Mary B. 

Hicks, Clara K. 

Hilker, Heding W. D. 
*Hobbs, Alice E. 
*Hodges, Archibald L. 

Horner, Charlesanna 

Houston, Jessie ■ - 
*Hovey, Horace M. 

Howard, Charlotte B. 

Hugmeier, Charles 

Jackson, Alice R. 
*Judd, Samuel E. 
*Tudge, Anna G. 

Keen, J. R. 
*Kelsey, Louise H. 

Kelsey, Lucile F. 

King, Elizabeth "E. 
265 



*Kupfer, Elsie M. 

Lapatinkof, Paula 
*Lenz, George J. 

Loekee-Henry, Anna W. 
*McVay, Anna Pearl 

Marsh, Bessie K. 

Martin, Harriet 

Mayer, Anne S. 

McBride, Elinor 

McDowell, Florence 
*McMiller, Florence 

Meserve, Elizabeth 

Middleton, Florence 

Minor, Marie L. 

* Morrow, Julia M. 
Moulton, Frances 

* Murray, Jennie E. 
Nammock, Elizabeth F. 
Norwood, Claretta 
Osborn, L. N. 

Petrie, Jean DeE. 

Potter, Mary G. 

Reynolds, lone A. 

Robinson, Alice M. 
*Rodman, Henrietta 

Roessler, Nellie Lloyd 

Ross, Helen 
*Rowe, Dr. Stuart H. 

Royce, S. Grace 
*Russell, Helen G. 

Saltzberg, Florence B. 

Sanial, Marie L. 

Schulz, Bertha 

Seidensticker, Clara 

Sesso, Pauline 
*Sheely, Jan Van D. 
*Smith, Franklin H. 

Spier, Katherine A. 

Stone, M. Grace 



HIGH SCHOOL DIRECTORY 



*Stoner, Priscilla G. 
*Strasburger, Bertha 

Sweeney, Helen M. 
*Syrus, Louis Charles 
*Taylor, Jane I. 
'Taylor, Miriam L, 
•Tefft, Mary B. 

Thompson, Louise 

Thomson, Myrtle E. 

Tweedy, Grace B. 

Underwood, E. S. 

Van Vliet, Jessie L. 

Vincent, Blanche E. 

Watt, Helen S. 

White, Emma W. 
*Womack, Mary D. 
*Wood, Elizabeth C. 

Woodward, Adele M. 
*Zick, Dr. Henry 



BY DEPARTMENTS 

Biology Department 

Gavin, Miss 
Hicks, Miss 
Kupfer, Miss 
Loeke-Henry, Dr. 
Meserve, Miss 
Middleton, Miss 
Minor, Miss 
Sanial, Miss 

Tweedy, Miss, Laboratory Asst. 
Watt, Miss 
Womack, Miss 

Woodhull, Miss, Tchr. in Train- 
ing 

Clerical Assistants 
Beaton, Miss 
Grove, Miss 
Scheibe, Miss 

Domestic Art and Science Depart- 
ment 
Dike, Miss M. 
Foy, Miss 

Drawing Department 

Blenker, Miss 
Carter, Miss 
Crane, Miss 
Cremins, Miss 
Davis, Miss G. V. 
Drake, Miss 
Hobbs. Miss 
Ross, Miss 

English Department 

Bacon, Miss 
Barton, Miss 
Beare, Miss 
Caiiill. Miss_ 
Colburn, Miss 
Fremery, Mrs. de 
Dike, Miss C. A. 
Doty, Miss 
Eastman, Miss 
Eaton, Miss 



Elliot, Miss 
Ford, Mrs. 
Jackson, Miss 
Keen, Mrs. 
Kelsey, Miss 
King, Miss 
McDowell, Miss 
Martin, Miss 
Morrow, Miss 
Murray, Miss 
Osborn, Miss 
Saltzberg, Miss 
Stoner, Miss 
Sweeny, Miss 
White, Miss 

French Department 
Cavallier, Mme. 
George, Mr. 
Goodrich, Miss 

Hilborn, Miss, Tchr. in Training 
Horner, Miss 
Hugnenin, Mr. 
Schulz, Miss 
Syrus, Mr. 
Tweedy, Miss 
Vincent, Miss 
Woodward, Miss 

German Department 
Haefelin, Miss 
Harris, Miss G. B. 
Hilke, Miss 
Lapatinkof, Miss 
Leidensticker, Miss 
Lenz, Mr. 
Sesso, Miss 

Schreiber, Miss, Tchr. in Train- 
ing 
Thompson, Miss L. 

History Department 

Barrett, Miss M. E. 
Bass, Miss 
Beckwith, Miss 
Bennett, Mr. 
Blumenstock, Mr. 
Davis, Miss A. 
Gano, Miss 
Haney, Mrs. 
Sheely, Miss 
Taylor, Miss 
Thomson, Miss 
Wood, Miss 

Youngham, Miss, Tchr. in Train- 
ing 

Latin Department 
Beach, Miss 
Case, Miss 
Churchill, Miss 
Clajk, Miss 
Delano, Miss 

Fox, Miss, Tchr. in Training 
Henry, Miss 
Hodges, Mr. 
Howard. Miss 
Tudd, Mr. 
McBride, Miss 
Mac Voy, Miss 



Nammock, Miss 
Roessler, Mrs. 
Royce, Miss 
Stone, Miss 
Van Vliet. Miss 

Mathematics Department 

Bowman, Miss 

Bruce, Miss 

Bugbee, Miss 

Burchard, Miss 

Coman, Miss 

Deenis, Miss 

Gerschauck, Miss (Teacher in 
Training) 

Goertz, Miss (Teacher in Train- 
ing) 

Harris, Miss M. E. 

Harris, Miss S. 

Hart, Miss 

Hermann, Miss 

Houston, Miss 

Hovey, Mr. 

Kelsey, Miss L. H. 

McMillen, Miss 

Mayer, Miss 

Norwood, Miss 

Reynolds, Miss 

Robinson, Miss 

Smith, Miss 

Strasburyer, Miss 

Underwood, Miss 

Music Department 

Barrett, Miss M. 
Blair, Miss 
Judge, Miss 

Physics and Chemistry Department 
(Physics) 
Bruere, Miss 
Cameron, Mr. 

Cassett, Miss, Laboratory Assist- 
ant 
Cornish, Mr. 
Greiff, Miss, Laboratory Assistant 

(Chemistry) 
Gibson, Mr. _ 
Hermans, Miss 
Russell, Miss 

Physiography Department 
Clendenin, Mr. 
Taylor, Miss M. S. 
Tefft, Mrs. 

Physical Training Department 

Dobbins, Miss 
Hervey, Miss 
Marsh, Miss 
Moulton, Miss 
Petrie, Miss 
Potter, Dr. 

Teachers in Training 
Fox, Etta B. 
Gerschauck, Celia 
Goertz, Matilda 
Hilborn, Rita 
Schreiber, Emma F. 
Woodhull, Mildred 



WASHINGTON IRVING HIGH SCHOOL. 



Adams, A. Isabelle 
Alexander, Elizabeth W. 
•Alley, M. Ida 
Allyn, Louise 
Ammerman, S. Lewis 
Annett, Sarah E. 



'Arndt. Emma 
Arnowitz, M. Leon 
Averill. Ethel H. 
Barberis, Eligo G. 
Barnard, Tulia E. 
Barnett, Sarah E. 
266 



Barron, Honora 

Barry, Loretta 

Bassett, Elizabeth W. 
"Beach, Jessie A. 

Beck, Alga M. 
'Belcher, Frances S. 



H. S. T. A. BULLETIN 



Bergamini, _ Rachel 

Berger, William H. 
•Blackwell, Nannie G. 

Booth, Mary S. 

Boothby, Nellie M. 

Bouvard, Germaine 

Boyd, Olive A. 

Bressler, Helen B. 

Bush, Mary F. 

Bussard, Gertrude E. 

Buttner, Freida 

Cannon, Gertrude L. 

Caron, Emma C. 

Catren, Ida M. 

Chapman, Lena M. 

Cheney., Janet D. 
•Chilcott, Clio M. 
*Cohen, Helen Louise 

Cohen, Lena 

Consalus, Frances 

Copeland, Lillian S. 

Cowan, Georgia C. 
*Craig, Mary C. 
•Crandall, Ernest L. 

Crane, Emma H. 

Daley, Helen S. 

Davis, Martha M. 

Dean, Nellie D. 
*de Mers, Mrs. Adrienne V. 

Dithridge, Louise M. 

Dodd, Helen W. 

Doherty, Helen F. 

Dolgenas, Tacob A. 
•Douglas, Chas. H. F. 
' Dowd, Mary T. 
: Dunford, Honora A. 

Eaton, Clara C. 

Edge, Florence M. 
i Edwards, Minnie H. 

Eltzner, Dorothea 

Rnnis, Agnes A. 
*Falk, Louis J. 

Ferris, Laura C. 

Ferro, Helene 

Fette, Eliz W. 
*Fox, S. Wordsworth 
•Frank, Charles L. 

Freeman, Benjamin 

Freeman, Mary L. 

Fritz, Louise P. 

Fueslein, Irma 

Gallagher, Margaret I. 
*Galloway, Ida G. 

Gar.lock,' Lu Nette M. 

Gere, Lovisa B. 

Gill, Lulu G. 

Gittoe, Ethel T. 
*Goertner. Mrs. Rose 

Goldsmith, Morgan J. 
•Goodman, Annie E. 

Goudal, Emilie 
'Greenstein, Max 

Gulliver, Barbara A. 
, Gurnee, Marie E. 

Guthrie, Grace 

Guthrie, Kenneth S. 

Hall, Caroline D. 

Hamilton, Mary S. 

Hastings, Elinor 
"Hayner, Burton 
'Hayward, William R. 

HelHn, Lilian 

Hillman, Mercy A. 
; Hinds, George K. 

'Hockheimer, Rita 

Hodgkins, Georgiana 

Holran, Rose A. 

Hopkins, Frances S. 

Hubert, Marie R. 

Hurlbut, Martha A. 

Jameson, Jennie D. 

Johnson, Harriet M. B. 

Johnson, Mary H. 



Katz, Henry D. 

Keller, Hermina 

Kemna, Charlotte 

Kinnan, Madeline 

Kivlen, Maude D. 

Klees, C. Mathilde 

Kraker, Goldie 

Lacey, Bertha J. 

Lambert, Sophie W. 

Langdon, Amanda 

Langdon, Ruth J. 

Lawton, Mary A. 

LeBel, Emilie M. 

Levins, Julia M. 

Levy, Henry 

Linden, Mary V. 

Logue, Annie E. 

Longnecker, Anna B. 

Loos, Richard F. 
*Lowd, Emma F. 

Loring, Jacob M. 

Marshall, T. Adelaide 
•Mattfeld, Wilhelm 
*McAndrew, William 

McCain, Blanche 

McCain, Maude 
*McCutcheon, H. Louise 

McGowin, Margaret O. 

Mclntire, Ruby C. 

McKenna, Mary 

McQuade, Rose M. 
*Meyenberg. Amelia 

Mills, Emily W. 
•Molwitz, Ernestine J. 

Mooney, Lawrence 

Morrissey, Alice 

Muhleman. Harriet 

Mullen, Rosemary 

Neidlinger, William 

Newcomh, Florence A. 

Nightingale, Eleanor M. 
•Nightingale, Ida E. 

Nolan, Grace E. 

Northrop, Cora E. 

Oiler. Marie 
•O'Neill, Alice M. 
•O'Neill, Edith F. 

Orr, Ella J. 

Pierce, Alice M. 

Pinkham, Martha 

Pintler, Harriet 

Pond, Harriet 

Pownall, Edythe M, 

Pratt, Winifred 

Ouigg, Helen T. 

Ray, Medora L. 

Reynolds, Alice R. 

Richards, Ellen M. 

Riordan, Elizabeth 

■Robinson, Deborah P. 
•Roche. Elizabeth A. 

Rochester, M. Muriel 

Roe, Ada 

Roll, Rose 

Rostetter, Alice 

Ryan, Elizabeth G. 
•Sage, Lillian B. 

Sandman, Ida 

Scales, Carrie L„ 

Shulman, Morris 
•Skinner, E. Mabel 
•Slack, Earl B. 

Slater, Florence 

Smith, Frances A. 
Smith, Georgina M. 

Snider, Annie M. 
•Sommerfield, Alfred 

Stone, Bertha R. 
•Strum, Nellie A. 

Tamboise, Madeleine 

Thompson, Christina M. 

Thompson, Dora R. 

Thorndike, Mildred L. 
267 



"Truckenbrodt, Lewis 

Tuthill, Mary 

Tuttle, Edith M. 

Waller, Phoebe M. 

Warr, F. Louise 

Watters, Dorothy 

Weisner, Harry L. 

Weiss, Alma 

Welt, Ida 

Wessa, Ida 
*Willard, Florence 

Willard, Meriel W. 

Williams, S. Elizabeth 

Winward, Leonora 

Wood, Mary M. 

Zagat, Lillie 

Zaisser, Matilda 



By Departments 

Biology Department 
Cohen, Lena, Lab. Assistant. 
Dithridge, Louise M. 
Hamilton, Mary S. 
Lambert, Sophia W. 
Mullen, Rosemary 
Pintler, Harriet 
Sage, Lillian B., Chairman 
Slater, Florence 

Bookbinding Department 
Holran, Rose A., Chairman 

Clerical Assistants 
Bush, Mary F. 
Gulliver, Barbara A. 
Kraker, Goldie 
LeBel, Emilie M. 
Longenecker, Anna B. 
Nolan, Grace E. 

Commercial Department 

Arnowitt, M. Leon 

Berger, William H. 

Falk, Louis J. 

Fox, S. Wordsworth 

Freeman, Benjamin 

Freeman, Mary L. 

Gallagher, Margaret F. 

Goldsmith, Morgan J. 

Goodman, Annie E. 

Greenstein, Max 

Hamilton, Mary S. 

Hinds, George K. 

Hayward, William R., Chairman 

Katz, Henry D. 

Langdon, Amanda 

Levy, Henry 

McCain, Blanche 

McCain, Maude 

O'Neil, Alice M. 

O'Neill, Edith F. 

Shulman, Morris 

Skinner, E. Mabel 

Sommerfield, Alfred 

Declamation Department 
Copeland, Lillian S. 
•Nightingale, Ida E. 
Nightingale, Eleanor M., Chair- 
man 
Pinkham, Martha G. 
Ryan, Elizabeth G. 

Domestic Art Department 
Barron, Honora 
Consalus, Frances 
Dunford, Honora A. 
Fueslin, Irma 
Johnson, Harriet M. B. 
Kemna, Charlotte 



HIGH SCHuOL DIRECTORY 



Levins, Julia M. 
Logue, Annie E. 
McGowin, Margaret O. 
Reynolds, Alice R. 
Richards, Ellen M. 
Thompson, Christina M. 
Willard, Meriel W., Chairman 

Domestic Science Department 
Crane, Emma H. 
Dean, Nellie 
Dowd, Mary T. 
Jameson, Jennie D. 
Pond, Harriet 
Roe, Ada 
Willard, Florence, Chairman 

Drawing Department 
Adams, A. Isabelle 
Averill, Ethel H. 
Barnard, Julie E. 
Booth, Mary S. 
Cheney, Janet D., Chairman 
Cowan, Georgia C. 
Daley, Helen S. 
Ferris, Laura C. 
Gurnee, Marie E. 
Hillman, Mercy A. 
Hurlbut, Martha A. 
Lacey, Bertha J. 
Newcomb, Florence A. 
Pratt, Winifred M. 
Tuthill, Mary 

English Department 
Lowd, Emma F., Chairman 
Barry, Loretta 
Bergamini, Rachel 
Bressler, Helen B. 
Bussard. Gertrude E. 
Cohen, Helen L. 
Davis, Martha M. 
Doherty, Helen F. 
Douglas, Charles H. J. 
Edge, Florence M. 
Ferro, Helene 
Gere, Lovisa B. 
Hastings, Elinor 
Hodgkins, Georgiana 
Hubert, Marie R. 
Johnson, Mary H. 
Keller, Hermina H. 
Kivlen, Maude D. 
Lawton, Mary A. 
Marshall, T. Adelaide 
Mills, Emilv W. 
McTntire, Ruby C. 
Muhleman, Harriet 
Northrop, Cora E. 
Oiler, Marie 



Pierce, Alice R. 
Pownall, Edythe M. 
Quigg, Helen T. 
Rostetter, Alice 
Rochester, M. Muriel 
Smith, Frances A. 
Snider, Annie M. 
Strum, Nellie A. 
Thorndike, Mildred L. 
Thompson, Dora R. 
Tuttle, Edith M. 
Waller, Phoebe M. 
Wood, Mary M. 

French and Italian Department 
Blackwell, Nannie G., Chairman 
Boyd, Olive A. 
Barberis, Eligio G. 
Bouvard, Germaine 
Chilcott, Clio M. 
Goudal, Emilie 
Guthrie, Kenneth S. 
McCutcheon, H. Louise 
Ray, Medora L. 
Smith, Georgina M. 
Tamboise, Madeleine 
Willams, S. Elizabeth 

German Department 

Arndt, Emma 
Buttner, Frieda 
Crandall, Ernest L., Chairman 
Edwards, Minna H. 
Eltzner, Dorothea 
Fette, Elizabeth W. 
Hellin, Lilian 
Hochheimer. Rita 
Loos, Richard F. 
Molwitz. Ernestine J. 
Warr, F. Louise 
Weiss, Alma 
Weisner, Harry L. 

History Department 
Gallowav, Ida G., Chairman 
Bassett, Elizabeth W. 
Belcher, Frances S. 
Chapman, Lena M. 
Goertner, Rose 
Hall, Caroline D. 

Latin Department 
Guthrie, Grace 
Hopkins, Frances S. 
Wessa, Ida, Chairman 

Library Assistants 
Alexander, Elizabeth W. 
Annett, Sarah E., Chairman 



Library Practice 
Dodd, Helen W. 
Fritz, Louise P., Chairman ' 

Mathematics Department 
Beach, Jessie A., Chairman 
Dolgenas, Jacob A. 
Eaton, Clara C. 
McKenna, Mary 
McOuade, Rose H. 
Roll, Rose 
Zagat, Lillie 

Music Department 

Mattfeld, William, Chairman 
Caron, Emma C, 
Mooney, Lawrence 
Neidlinger, William 

Physical Training Department 
Barnett, Sarah E., Chairman 
Beck, Alga M. 
Garlock, LuNette M. 
Gill, Lulu G. 
Morrissey, Alice 
Sandman, Ida 
Scales, Carrie L.. 
Watters, Dorothy 

Physics, Chemistry and Physiogra- 
phy Department 
Alley, M. Ida 
Ammerman, S. Lewis 
Hayner, Burton A. 
Slack, Earl B., Chairman 
Welt, Ida 

Placement and Investigation 
Assistant. 
Gittoe, Ethel T. 

Stenography Department 
Allvn, Louise 
Boothby, Nellie M. 
Catren, Ida M. 
deMers, Adrienne V. 
Ennis, Agnes A. 
Frank, Charles L. 
Kinnan, Madeline 
Klees, C. Mathilde 
Langdon, Ruth J. 
Linden, Mary V. 
Loring, Jacob M. 
Meyenberg, Amelia 
Orr, Ella J. 
Riordan, Elizabeth 
Robinson, Deborah P. 
Roche, Elizabeth A., Chairman 
Stone, Bertha R. 
Truckenbrodt, Lewis 



263 



TEACHERS CLASSIFIED BY DEPARTMENTS 



DEPARTMENT OF ACCOUNTS 

Commercial High School 
Cowles, Clarence E. 
Corliss, Charles E. 
Anderson, Woodford D. 
Harman, George W. 
Konheim, Jerome 
Mechan, William 
Nathan, Arthur 
Raynor, Gilbert J. 
Scarborough, Andrew J. 



BIOLOGY DEPARTMENTS 

Bay Ridge High School 
Bruckman, Louis 
Baggs, Martha 
Thompson, Martha 

Bryant High School 
Carter, Bertha F. (Botany) 
Swett, Carolyn P. (Biology) 
Lewis, Mr., Chairman. 
Hanna, Mr. 
Hughes, C. E. 
Kaine, Mr. 
Richardson, Mr. 
Wood, Mr. 
Pasternak, Mr., (Sub.) 

Bushwick 
Johnson, Julius M., Chairman. 
Conley, William E. 
Southwell, Etta E. 
Stanton, Anna E. 

High School of Commerce 
Eddy, Walter H., Chairman and 

First Assistant. 
Barbour, William C. 
Benedict, Ralph C. 
Clough, Harvey B. 
Firman, Arthur B. 
Grant, Willis H. 
Hahn, Clarence W. 

Commercial High School 
Donovan, Walter J. 
Greenberg, Benjamin C, First 

Assistant. 
Puoero, Michael 
Ratner, C. Hyman 

Curtis High School 
Grout, Abel J., First Assistant. 
Conroy, Mary S. 
Dowell, Philip 
Fisher, Ruth B. 

De Witt Clinton High School 
Hunter, George W. 
Barber, Harry C. 
Bedford, Edgar A. 
Hastings, George F. 
Donaldson, George P. 



McCarthy, John D. 
Hewitt, George E. 
Morse, Charles F. 
Osborne, Ralph 
Sharpe, Richard W. 
Wheat, Frank 

Erasmus Hall High School 

King, Cyrus A., Head of Depart- 
ment 

Hurty, Kathleen 

Marsden, N. S. 

Peace, Lillian B. 

Rexford, Frank A. 

Tompkins, Elizabeth M. 

Tredick, Helen F. 

Vedder, Estella M. 

Young, Charlotte S. 

Young, Mabel A. 

Evander Childs High School 
Mann, Paul B., Chairman. 
Merchant, Isabel L. 
Pingrey, Cora E. 
Young, Caroline 

Flushing High School 
Hood, Edward C. 
Pulvermacher, William Dean 

Girls' High School 
Lee, Margueritee T., Head 

Teacher. 
Bunting, Mildred B. 
Byrnes, Esther F. 
Dietrich, Bertha K. 
Goodrich, Charlotte 
Hanks, Lena T. 
Hoffman, Margie E. 
Rae, Anne M. 
Steers, Edna L. 

Jamaica High School 
Linville, Henry R., Chairman. 
Holmes, Ella A. 

Julia Richman High School 
Carpenter, Idelette 
McLane, Fannie Moulton 
Topp, Emily 

M. T. High School 
Braman, Mary L. 
Everson, Anna E. 
Hunt, Arthur E. 
Lasswell, Arthur C. 
Roeth, Natalie S. 
Scudder, Sara (Teacher in Train- 
ing) 
Stone, Maudie L. 
Walker, Ruth N. 
Wolcott, Henry G. 

Morris High School 
Peabody, James E., Head of 

Department. 
Hixon, Kate B. 
Kroeber, Elsbeth 
269 



Read, Edith 
Vanderbilt, Grace W. 

R. H. High School 
Henderson, Royal L. 
Valentine, Morris C. 

Stuyvesant High School 
Bedford, Edgar A. 

Wadleigh High School 

Kupfer, Miss 
Gavin, Miss 
Hicks, Miss 
Loeke-Henry, Dr. 
Meserve, Miss 
Middleton, Miss 
Minor, Miss 
Sanial, Miss 
Watt, Miss 
Womack, Miss 

Tweedy, Miss, Laboratory Asst. 
WoodhulL Miss., Tchr. in Train- 
ing 

Washington Irving High School 
Cannon, Gerturde L. 
Cohen, Lena (Laboratory As- 
sistant) 
Dithridge, Louise M. 
Hamilton, Mary S. 
Lambert, Sophia W. 
Mullen, Rosemary 
Pintler, Harriet 
Sage, Lillian B. (Chairman) 
Slater, Florence 



BOOKBINDING 
Washington Irving High School 
Holran, Rose A., Chairman. 
Freeman, Sarah J. (Sub.) 



CLERICAL ASSISTANTS 

Bay Ridge High School 
Gee, Carol C. 
Sheils, Frances B. 

Bryant High School 
Perry, Mabel L. 
Van Leuwen, Mary 

Bushwick High School 
Brady, John W. 
Connor, Edith B. 
Hooker, Theodora H. 
Green John P. (Algebra & Exp.) 

De Witt Clinton High School 
Margolies, Fred B., Secretary. 
Greenberg, Michael 
Kaveny, Martin 
O'Connor, Tohn P. 



HIGH SCHOOL DIRECTORY 



Far Rockaway High School 
Greenburg, Sophia 

Flushing High School 
Sands, Mary E. 

High School of Commerce 
Byron, Thomas W. 
Collins, John A. C. 
Dunham, Franklin W. 

Manual Training High School 
Massonneau, Robert L., Jr. 
Hertzfield, Leonore H. 
Weinberger, George (Sub.) 

Morris High School 
Brackett, Mary M. 
Scully, Theresa 
Van Santvoord, Alice G. 
O'Rourke, Anne F. 

Newtown High School 
Bryant, Grace (Chairman and 
• Head) 
Mackay, Catherine 

Stuyvesant High School 
Batt, David (Librarian) 
Chrystall, Maurice M. 
Germann, Aaron 
Smith, James V. 

Wadleigh High School 
Benton, Miss 
Grove, Miss 
Scheibe, Miss 

Washington Irving High School 

Bush. Mary F. 

Crowley, Tsabelle (Sub.) 

Gulliver, Barbara A. 

Kraker, Goldie 

LeBel, Emilie M. 

Longenecker, Anna B. 

Nolan, Grace E. 

Gittoe, Ethel T. (Civil Service) 



Morris High School 
Sohon, Michael D., Head of De- 
partment. 

Richmond Hill High School 
Atwater, John C. 

Stuyvesant High School 
Bright, Robert A. 
Brundage, Milton B. 
Ellard, Charles H. 
Fuller, Robert W. 
Rodman, Bayard B. 
San, Louis James 
Uhlig, William C. (Physics) 
Baier, Joseph G. 
Brownlee, Raymond B. 
Jacobs, Olin M. 
Johnson, Leslie A. 
Lockwood, Cornelius W. 
Mott, Howard M. 
Sanford, Clarence H. 



CHEMISTRY DEPARTMENTS 

Bryant High School 
Bement, Frederic 

High School of Commerce 

Mills, Joseph S., Cbairman and 
First Assistant. 

Bennet, R. Grant 

Breakstone, W. 

FIvnn, Oscar R. 

Walker, Claude F. 

Coleman, D. F., Laboratory As- 
sistant. 

Commercial High School 
Clark, John A., First Assistant 
Coon, Clifford H. 
Newman, Joseph 

Curtis High School 
McMillen, H. 

De Witt Clinton High School 
Whitsit, Jesse E. 
Barmeyer, George H. 
Broadburst, Philin H. 
Call, R. Ellsworth 
Connelly, Douglas L. 
Fleissner, Gustav L. 
Parmelee, William T. 
White, Arthur E. 



COMMERCIAL DEPART- 
MENTS 

Bay Ridge High School 
Cahill, John P. 
Edelson, Emanuel M. 
Gluck, Emil 
Mackey, Arthur J. 
Putz, Edward H. 
Courtney, Bertha F. 
Lewis, Edward F., Chairman. 
Steinberg, Pauline 

Substitutes. 
Berall, Louis J. 
Kaplan, A. D. 
Froendt, A. H. 
Greenee, Russel T., Chairman & 

First Assistant. 
Baldwin, Edwin P. 
Cohen, Harry 
Guldner, C. M. 
Hughes, Charles C. 
Kenzier S. 
Tonas, Louis 
King, Melville S. 
Koopman, S. Bernard 
Long, R. L. 

Macdonald, James (Sub) 
Rogers, Charles E. 
Van Deusen, Edwin H. 
Van Tuyl, G. H. 
Woodman, Irving L. 

Bushwick 
Leyenberger, H. W., Chairman 
Canning, Etta M. 
Conant, M. Sybil 
Foley, Henry J. 
Houley, Elizabeth C. 
Townsend, Chas. W. 
Humphries, George F. 
Salmowitz, Rose L. 
Auslander, Armin 
Osgood, C. A. 
Goldberg, Louise 
Hall, Henrietta 
Lundy, Edwin S. 
Leibowitz, Nathan 
Mayers, Lena 
Miller, Charles 
Nevins, Nannie R. 
Rosenhaus, Maximilian 

Eastern District High School 
Baltz, Frank B. 
Beitel, Helen S. 
270 



Bruce, W. A. 
Jacobson, Walter 
Lemowitz, Nathan 
Loughran, Agnes 
McKee, Louise 
Ribber, Emma 
Seamans, Mary 
Unger, Gertrude 

Curtis High School 
Miller, Grace H. 
Welsh, John C, First Assistant. 
Crennan, Margaret A. 
Flanagan, William 
Halloran, William M. 
Kerr, Frank E. 
Tracy, Howard M. 

Evander Childs High School 
Lipschutz, Berthold, Chairman. 
Altholz, Nathaniel 
Klein, Anthony W. 
Smith, Harriet K. 

Far Rockaway High School 
Belding, Albert G. 
Vacancy 

Flushing High School 
Deihl, Frank E. 
Carey, Margaret E. 

Jamaica High School 
Starkey, Warren L., Chairman. 
Kibby, Warren J. 
McNamara, Edward J. 
Morrissey, Fannie A. 
O'Keefe, David H. 
Parker, George A. 

Julia Richman High School 

Filfus, Nathaniel 
Goller, Gratia 
Jumnefsky, Simon J. 
Linker, John 
Salzman, Anna 

Morris High School 
Williams, Edward M., Head of 

Department. 
Cohn, Samuel 
Jacobia, Spencer P. 
Volkhausen, William 

Newtown High School 
Book, Arthur 

Hills, Caroline M., Chairman. 
Larsh, Charles 
Nichols, Clyde B. 
Slater, Henry B. 
Smith, Charles M. 

Richmond Hill High School 
Hubbard, Ruth E. 
Kilburn. Florence M. 
Klein, Joseph J. 
Stewart, Charles A. 



Washington Irving High School 

Arnowitt, M. Leon 

Berger. William H. 

Falk, Louis J. 

Fox, S. Wordsworth 

Freeman, Benjamin 

Freeman, Mary L. 

Gallagher, Margaret F. 

Goldsmith, Morgan J. 

Goodman, Annie E. 

Greenstein, Max 

Hamilton, Mary S. 

Hinds, George K. 

Hayward, William R., Chairman. 



d1 



Isaacson, Gertrude (Sub.) 
; Katz, Henry D. 
| Langdon, Amanda 
( Levy, Henry 
[ McCain, Blanche 
1 1 McCain, Maude 

O'Neil, Alice M. 

O'Neill, Edith F. 

Schwager, Harry (Sub.) 

Shulman, Morris 

Skinner, E. Mabel 

Sommerfield, Alfred 



DOMESTIC ART DEPART- 
MENTS 

Bryant High School 
Noble, Helen G. 

Erasmus Hall High School 
Doggett, Allen B., Chairman 
Cameron, Alix S. 
Currier, Clara L. 
Herrington, Agnes M. 
Merchant, Manton E. 
Lovell, Katberine 

Julia Richman High School 
Waite, Charlotte Augusta 
Walter, M. Louise 

Newtown High School 

Grant, Alma M. 

Washington Irving High School 

Barron, Honora 

Consalus, Frances 

Dunford, Honora A. 

Fueslein, Irma 

Johnson, Harriet M. B. 

Kemna, Charlotte 

Levins, Julia M. 
■ Logue, Annie E. 
i McGowin, Margaret O. 

Reynolds, Alice R. 

Richards, Ellen M. 

Thompson, Christina M. 

Willard, Muriel W., Chairman. 



DOMESTIC SCIENCE AND 
COOKING DEPARTMENTS 

Bay Ridge High School 
Perry, Maybelle P., Cooking. 
Gaynor, Carrie, Cooking. 

Bryant High School 
Mclntyre, Edith 
Perkins, Fannie D. 

Bushwick High School 
Hoeg, Mrs. 

Evander Childs High School 
Low, Clara L. 

Eastern District High School 
Ikelheimer, Minnie 

_Far Rockaway High School 

Vacancy 

Julia Richman High School 
Brockman, May E. 
Maeder, Emily L 

Morris High School 

Story, Helen M. 



H. S. T. A. BULLETIN 

M. T. High School 
Girls' Shop 
Brockman, Mary E. 
Dickman, Mary B. 
Green, Mrs. Florence 
Stone, Mabel 
Terrell, Lillian 

Newtown High School 
Smith, Maud 

Washington Irving High School 

Crane, Emma H. 

Dean, Nellie 

Dowd, Mary T. 

Jameson, Jennie D. 

Pond, Harriet 

Roe, Ada 

Willard, Florence, Chairman. 

Wadleigh High School 

Foy, Miss 
Dike, Miss M. 



DRAWING DEPARTMENTS 

Bay Ridge High School 
Combes, Adelaide M. W. 
Hamilton, Alma L. 
Radell, O'Delia 

High School of Commerce 

Grant, Forest, Chairman. 
Carter, Raymond 
Sprague, C. Hayes 

Bushwick High School 

Merington, Ruth, Chairman 
Hutchinson, Helen S. 
Bertschy, Maude 
Littig, M. Josephine 

Bryant High School 
Price, Anna G. 
Thorburn, Arty L. M. (Sub.) 

Boys 

Pasternak, N., Chairman. 
Boyd, Mr. 
Diller, Mr. 

White, Mr. 

Commercial High School 
Greenberg, Morris 
Roche, Michael P. 

Curtis High School 
Ostrander, Agnes 

De Witt Clinton High School 
Bingham, Jessie H. 
Adams, Milly E. 
Fox, Alice E. 
Gombarts, George K. 
Green, Bernard 
Klein, Morris 
Schwartzenbach, Peter A. 
Woolley, Alice E. 

Eastern District High School 
Burn, Alice M. 
Faulkner, Eunice F. 
Henoch, S. Stella 
Manahan, Mary G. 
Pond, Pearl F. 

Evander Childs High School 
Coster, Silvie de G. 
Heller, Maxwell L. 
McDonald, H. Rosabel 
271 



Far Rockaway High School 
Kennedy, Anna J. 
Wright, Grace L. 

Flushing High School 
Swick, Mary S. 

Jamaica High School 
Epler, Alice, Chairman. 
Ferris, Mary D. 
Gardner, Maude, Chairman. 
Jones, Emma A. 
Johnston, Ina W. 
Ketchum, Daisy T. 
Simmons, Kate C. 
Spencer, Mary 
Stevenson, Beulah E. 

Julia Richmand High School 
Hastings, Ada L. 
Lewenthal, Rebecca 
Maloney, Katherine E. 

Morris High School 
Ames, Jessie T. 
Morse, Elizabeth 
Mussey, Dela P. 
Parker, Margaret B. 
Spencer, Estella 
VanAllen, Katherine C. 

Newtown High School 
Craft, Anna W., Chairman. 
Gardner, Gertrude 

Wadleigh High School 
Carter, Miss 
Blenker, Miss 
Crane, Miss 
Cremins, Miss 
Davis, Miss G. V. 
Drake, Miss 
Hobbs, Miss 
Ross, Miss 



MECHANICAL DRAWING 
DEPARTMENTS 

M. T. High School 
Abbot, Frederick B. 
Coan, Charles W. 
Jacobson, Harry 
Mackby, Julius C. 

Stuyvesant High School 
Battey, Lewis B. 
Gardner, Frank A. 
Greenberg, Abraham B. 
Howe, Charles B. 
Knox, T. Harry 
Leonard, Theodore S. 
Sackman, Gilbert R. 



FREE HAND DRAWING 

M. T. High School 
Beebe, Dee 

Buck, Frederick (Sub.) 
Frerichs, Harrison, M.D. 
Menzel, Eda (Sub.) 
Murphy, Margaret L. 
Shinn, Victor 
Wright, Mrs. Helen S. 

Richmond Hill High School 
Allen, Ralph W. 
Clough, Jessie L. 
Flint, Arthur H. 



HIGH SCHOOL DIRECTORY 



Stuyvesant High School 
Chatfield, William A. 
Fisher, Philip 
Fritz, Henry E. 

Washington Irving High School 

Adams, A. Isabelle 

Averill, Ethel H. 

Barnard, Julia E. 

Booth, Mary S. 

Cheney, Janet D., Chairman 

Cowan, Georgia C. 

Daley, Helen S. 

Dodd, Minerva K. (Sub.) 

Ferris, Laura C. 

Gurnee, Marie E. 

Hillman, Mercy A. 

Hurlbut, Martha A. 

Lacey, Bertha J. 

Newcomb, Florence A. 

Pratt, Winifred M. 

Tuthill, Mary 

Whitney, Clara (Sub.) 

Winward, Leonora (Sub.) 



ELOCUTION DEPARTMENTS 

Bay Ridge High School 
Weeks, Miss Marion I. 

Erasmus Hall High School 
Chinnock, Florence B. 
Frost, Madeline A. 

Far Rockaway High School 
Crim, Adelaide 

Flushing High School 
Klein, Margaret A. 

Jamaica High School 
Ward, A. W. 

Julia Richman High School 
Herendeen, Jane E. 
Leonard, Nina V. 

Morris High School 

Bates, Thomas S. 
Kellogg, Raymond N. 

Newtown High School 

Collins, Catherine 

Richmond Hill High School 
Barber, Sara M. 

Washington Irving High School 
Copeland, Lillian S. 
Frame, Rachel (Sub.) 
Nightingale, Eleanor M., Chair- 
man. 
Nightingale, Ida E. (Sub.) 
Pinkham, Martha G. 
Ryan, Elizabeth G. 



ENGLISH DEPARTMENTS 

Bay Ridge High School 
Bessey, Mabel A. 
Coffin, Isabelle P. 
Goldstein, Alexander 
/ Harding, Helen E. 
Natelson, Rachel 
Phillips, Sara J. 
Trench, Ruth 
Wicks, Helen D. 

Bryant High School 

Acker, Margaret K. 

Carll, Lydia A. (Elocution) 

Erhardt, Helen 

Heermance, Emma W. 

Jones, Frances E. 

Munroe, H. K., Chairman 

Riblet, Mary V. 
*Sunderland, Florence (on leave 
of absence). 

Wilmot, Mabel 
'Brenner, Charlotte M. (Sub.) 

Boys 
Fisher, Mr., Chairman. 
Brill, Mr. 
Buttrick, Mr. 
Courtney, Mr. 
Doyle, Mr. 
Esselstyn, Mr. 
Johnston, Mr. 
Levine, Mr. 
McCartney, Mr. 
Munson, Mr. 
Raiman, Mr. 
Stebbins, Mr. 
Tressler, Mr. 
Hanson, Mr. (Sub.) 

Bushwick High School 
Semple, Dr. Lewis B., Chairman. 
Batchelder, Margaret C. 
Benjamin, Edith S. 
Crossley, Arthur L. 
Collier, Katherine B. 
DeWitt, Louise L. 
Gilbert, Clara M. 
Hannah, Florence 
Lieberman, Elias 
McDonald, Milo F. 
Mohan, Lucy F. 
Sherman, Rose E. 
Townsend, May E. 
Tufts, Anne B. 
Woodbury, Ella A. 
Lieberman, Max 
Henderson, Hazel 



DEPARTMENT OF ECO- 
NOMICS 

High School of Commerce 
Pugh, Alexander, Chairman and 

First Assistant. 
Brennen, Alfred T. C. 
Hall, Gamble 
Peacock, Daniel L. (Sub.) 



High School of Commerce 
Heydrick, Benjamin A., Chairman 

and First Assistant. 
Berkowitch, Louis B. 
Carleton, Guy M. 
Goldstein, Samuel (Sub.) 
Hall, Henry M. 
Lindsey, Frederick B. 
McGrath, William J. 
May, Alfred A. 
Polly, Brirron (Sub.) 
Ritt, Harold A. (Sub.) 
Weinberger, George G. 
Wharton, William P. 
Williamson, George B. (Sub.) 
Hyman, James C. (Sub.) 
Knickerbocker, Edwin V. 

Commercial High School 
Bagenstose, Harvey L. 
Braunstein, William 

272 



Campbell, Calvin Victor 
Caplan, Elias Nathan 
Loftus, John J. 
Loughran, John 
Love, Harry M. 
McNally, Edward 
Melvin, Floyd J. 
Proctor, Robert H. 
Sawyer, George A. 
St. John, Robert P., First As- 
sistant. 
Urdang, Harry 

Curtis High School 
Abbot, Frances H. 
Bell, Anna 
Benjamin, Claude T. 
Close, Maud M. 
Nichols, Eda L. 
Pratt, Marion 
Robins, Florence F. 
Ryan, Anna 
Whitmore, Clara H. 

DeWitt Clinton High School 
Garrigues, Ellen E. 
Abbott, Royal A. 
Boylan, Arthur A. 
Erwin, Edward J. 
Frank, Maude 
Hill, Grosvenor B. 
Johnson, Walter R. 
Roller, Franklin J. 
Knox, Jaxon 
Lapolla, Garibaldi M. 
Loew, Joseph 
Loewinthan, Albert 
McTiernan, Thomas 
Miles, Dudley H. 
Mufson, Thomas 
Patterson, Samuel W. 
Raubicheck, Charles 
Schmalhausen, Samuel D. 
Smith, Anna H. 
Smith, Thomas P. 
Watson, Mary H. 
Wright, Kenneth W. 
Taylor, Albert S. 

Eastern District High School 
Hartwell, Chas. 
Ayres, Mary S. 
Charter, Ellen 
Clarke, Madge S. 
Delano, Grace 
Dithridge, Rachel 
Griffiths, Anna B. 
Hughan, Jessie W. 
Philip, Mary I. 
Stratford, Aline C. 
Wellwood, Elizabeth 
Zollinhoffer, Sophie 
Warren, James R. 
Helmuth, Lore 
Hincken, Elsie O. 
Myers, Willard L. 

Erasmus Hall High School 

Farrar, Preston C, Head of De- 
partment 

Barber, Cora L. 

Battell, J. M. 

Boughton, W. 

Cashman, Joseph F. 

Chesley, Mabel L. 

Crockett, Esther M. 

Dwyer, Eleanor A. 

Earle, Willis 

Everett, Edith M. 

Ferry, Orlando E. 

Forcier, L. Ethel 

Foster, Sarah P. 

Hewitt, Helen F. 



H. S. T. A. BULLETIN 



Lauder, Mary A. 
Mastin, Florence 
Moore, S. Maude 
Scovill, Florence M. 
Simmons, Isabel 
Smith, Natalie A. 
Strout, George M. 
Valentine, Henry D. 

Evander Childs High School 
Quimby, Ernest S., Chairman. 
Cohn, Louis B. 
Durfee, Clayton G. 
Haley, Jesse H. 
Hughes, Thomas H. 
Schamus, John B. 
Tracy, Mary L. 
Wylie, Stella M. 

Far Rockaway High School 
Bonfoey, Emma C. 
Vacancy 

Flushing High School 
Read, Warren W. 
Boynton, Carolyn A. 
Carey, Elizabeth 
Fountain, Luna A. 



Girls' High School 
Wendt, Cordelia, Head Teacher 
Adair, Edith 
Cann, Bertha 
Chase, Charlotte G. 
Clinton, Mrs. Fanny L. 
Davis, Miss Frank L. 
Holman, Mabel L. 
Holmes, Abby B. 
Keyes, Rowena K. 
Miller, Mabel 
Romaine, S. Helen 
Seelman, H. Elizabeth 
Seymour, Macey I. 
Sprague, Almeda 
St. John, Emily P. 
Stone, Lulu M. 
Taylor, Jeannette S. 
White, Bessie R. 
Witherbee, Reta 

Jamaica^ High School 
Fairley, Edwin, Chairman 
Bradley, Susan M. 
Brown, Adelaide W. 
Hochderffer, Mary 
Root, Minnie R. 
Thorp, Benjamin H. 

Julia Richman High School 
Beck, Florence 
Brooks, Mabel Frances 
Herendeen, Jane E. 
Hodgetts, Abbe S. 
Howes, Emily 
Lancaster, Bertha 
Lupton, Olive Moore 
Opdycke, John B. 
Thomas, Lulu E. 

Manual Training High School 
Bates, Herbert 
Bawden, Sarah E. 
Bergoffen, Herman 
Boole, Emily R. 
Boole, Florence A. 
Cambern, J. Raymond 
Cotter, Julia T. 
Duntze, Catherine, Teacher in 

Training 
Elting, Mabel 
Gauvran, Ethel H. 
Gnade, Agnes 
Hampshire, John W. 



Hoffman, Mark 

Kemlo, Elizabeth W., Teacher 

in Training 
Ludwig, Augustus 
Luther, Edith M. 
Meneely, Dr. John H. 
Meserve, Martha C. 
O'Donnell, James Emmett 
Peck, Emijy S. 
Prentis, Hally M. 
Saymon, Ignatz 
Taylor, Nettie 
Vail, Clarence W. 
Walker, Alice J. 

Morris High School 
Foster, Harold E., Head of De- 
partment 
Avent, John M. 
Ballard, Charles C. 
Ernst, Frederic 
Falk, Anna A. 
Gaylord, Harriet E. 
Howell, Logan D. 
Knox, Charlotte G. 
Knowlton, Mary E. 
Look, Samuel M. 
Matthews, Archibald J. 
Mendum, Georgiana 
Muller, Ada H. 
Normile, Mary 
Schlosberg, Samuel 
Trimble, Louise M. 
Williams, Sarah P. 
Munro, Kate M. 
Schmidt, Mabel Pearson 

Newtown High School 
Baldwin, Jessie M. 
Gross, Irene 
Marshall, Agnes 
Rogers, Cora 
Shanley, Mary E. 
Shaw, Adele M., Chairman 
White, Ruth E. 

Richmond Hill High School 
Beard, Stella S. 
Forbes, Abby Beel 
Gaston, Charles Robert 
Lent, Suzanne B. 
Root, Eva R. 
Trowbridge, Cornelia R. 

Stuyvesant High School 
Bruce, Murray 
Davidhoff, Henry 
Dore, Edward S. 
Goldberg, Henry H. 
Hein, Henry Emmo. 
Korey, Abraham J. 
Law, Frederick H. 
Marks, Lazarus E. 
Marston, James P. 
Smith, W. Palmer 
Stapleton, Christopher R. 
Steigman, Benjamin M. 
Tennant, George B. 
Whitehall, Frank M. 

Wadleigh High School 
Ford, Miss 
Bacon, Miss 
Barton, Miss 
Beare, Miss 
Cahill, Miss 
Colburn, Miss 
De Fremery, Mrs. 
Dike, Miss C. A. 
Doty, Miss C. A. 
Eastman, Miss C. A. 
Eaton, Miss 
Elliot, Miss 

273 



Jackson, Miss 

Keen, Mrs. 

Kelsey, Miss 

King, Miss 

McDowell, Miss 

Martin, Miss 

Morrow, Miss 

Murray, Miss 

Osborn, Miss 

Saltzberg, Miss 

Stoner, Miss 

Sweeny, Miss 

White, Miss 

Washington Irving High School 

Lowd, Emma F., Chairman 

Barry, Loretta 

Bergamini, Rachel 

Bressler, Helen B. 

Bussard, Gertrude E. 

Cohen, Helen L. 

Davis, Martha M. 

Doherty, Helen F . 

Douglas, Charles H. J. 

Edge, Florence M. 

Ferro, Helene 

Gere, Lovisa B. 

Hastings, Elinor 

Hodgkins, Georgiana 

Hubert, Marie R. 

Johnson, Mary H. 

Keller, Hermina H. 

Kivlen, Maude D. 

Lawton, Mary A. 

Marshall, J. Adelaide 

Mills, Emily W. 

Mclntire, Ruby C. 

Muhleman, Harriet 

Northrop, Cora E. 

Olle, Marie 

Pierce, Alice R. 

Pownall, Edythe M. 

Quigg, Helen T. 

Rostetter, Alice 

Rochester, M. Muriel 

Smith, Frances A. 

Snider, Annie M. 

Strum, Nellie A. 

Thorndike, Mildred L. 

Thompson, Dora R. 

Tuttle, Edith M. 

Waller, Phoebe M. 

Wood, Mary M. 



FRENCH DEPARTMENTS 

Bay Ridge High School 
Covello, Leonard 
Morrill, Frances U. 
Quirk, Cecile 

Curtis High School 
Harkness, Mme. Alma de B. 

De Witt Clinton High School 
Frank, Colman D. 
Armand, Louis J. 
Bierman, Henry 
Donner, H. Montagu 
Carpentier, Marius 
Goldberg, Israel 
Perry, Edward O. 
Rosenthal, Daniel C. 
Zacharie, Jean B. 
Wilkins, Lawrence A. 

Eastern District High School 
Anderson, Mary E. 
Dreyfus, Jeanne 
Kuhn, Adelina 
Lanz, J. M. 



HIGH SCHOOL DIRECTORY 



Erasmus Hall High School 
Wight, Walter A., Chairman 
Browne, Frances E. 
Douglas, Clara M. 
Shaw-McGill, Beatrice 

Evander Childs High School 
Hall, Margaret W. 
Hubbard, Marion L. 

Far Rockaway High School 
Lanz, Lea B. 

Girls' High School 
Higgins, Alice, Head Teacher 
Abbot, Marguerite W. 
Harris, Mary O. 
Lepere, Bertha B. 
Wilson, Bessie D. 

Julia Richman High School 
Hyde, Isabella 
Moscovitz, Bertha J. 
Nahon, Zarita 
White, Isabelle D. 

Manual Training High School 
Allen, John Trevette 
Bachelder, Mary A. 
Lamb, Dr. William W. 
Maginn, Eliza M. 
Klein, Leopold, Substitute 

Morris Heights High School 

Diedrich, Marie M., Head of De- 
partment 

Armand, Emma C. 

Carlton, Bessie G. 

Bryant, Emma B. 

Konerman, Helen V. 

Lanz, Ida B. 

Schoedde, Emma J. 

Scharff, Violette 

Newtown High School 
(French and Spanish) 

Clinton, Emma 

Meras, Albert A., Chairman 

Roth, S. 

Richmond Hill High School 
Finnigan, James J. 

Wadleigh High School 
George, Mr. 
Cavallier, Mme. 
Goodrich, Miss 
Horner, Miss 
Huguenin, Mr. 
Schulz, Miss 
Syrus, Miss 
Tweedy, Miss 
Vincent, Miss 
Woodward, Miss 
Hilborn, Miss, Tchr. in Training 

Washington Irving High School 

(French and Italian) 
Blackwell, Nannie G., Chairman 
Boyd, Olive A. 
Bouvard, Germaine 
Chilcott, Clio M. 
Goudal, Emilie 
Guthrie, Kenneeth S. 
McCutcheon, H. Louise 
Ray, Medora L. 
Smith, Georgina M. 
Spiller, Susan M., Substitute 
Tamboise, Madeleine 
Williams, S. Elizabeth 



GERMAN DEPARTMENTS 

Bay Ridge High School 
Avirett, Mrs. May G. 
Faust, Charlotte C. 
Lippner, Simon L. 
Mandell, Lena 
Robinson, Eva A. 
Schmidt, Clare E. 

Bryant High School 
(Modern Languages Department) 

(German) 
Joseph, Myrtle J. 
Schachtel, Elsie 
Vincent, Charlotte, Chairman 
Waldman, Mark 
Lopez, Anita (also Spanish) 

(French) 
Gambier, Louise M. 
Snow, Ella M., Chairman 

Boys' High School 
(Modern Languages Department) 
Overholser, Mr., Chairman 
Bates, Mr. 
Bechert, Mr. 
Cohen, Mr. 
Fontaine, Mr. 
Reynolds, L. 
Tausk, Mr. 

Bushwick High School 
(Modern Languages Department) 
Keener, Robert H., Chairman 
Goldsmith, Elizabeth 
Maloubier, Henrietta M. 
Otten, Henry L. 
Riegger, Elizabeth 
Squires, Martha U. 
Steelin, Leonie E. 
Zorn, Freda 
Bogle, Miss 
Barrows, Tessie 
Hendrich, Paul 
Lingg, Amalie S. 
Seaman, Mary E. 
Berkowitz, Louise 
O'Donnell, Agnes T. 
O'Donnell, Margaret M. 
Taylor, Marion L. 
Dewning, Edward 

High School of Commerce 

(Modern Languages Department) 
Roessler, Edwin W., Chairman 

and First Assistant 
Plume, Julius 

Chadwick, David, Substitute 
Fedter, Bruno 
Flatow, Jacob 
Hartung, Ernest W. 
Henin, Benj. L. . 
Montross, Chas. G. 
O'Neil, Wm. R. 
Remy, Alfred 
Rochow. John P. 
Skipp, Henry J. 
Singanan, Leon 
Skinner, Herbert C. 

Commercial High School. 
Barlow, William M. 
Eells, Burr Gould 
Hagens, Fritz 
Hoffman. Alfred 
Marvin, Robert B., First Asst. 
Sternberg, George 

Curtis High School 
Shepherd, Florence D., First As- 
sistant 
Blanpied, Ethel O. 
274 



French, Linda M. 
Harkness, Mme. A. de B. 
Hummel, F. M. 
Leonard, Howard 
Stapff, Etta 
Wagner, Lora M. 

DeWitt Clinton High School 

Montesser, Frederick 
Campbell, Ralph 
Davidson, Henry 
Giovanoly, Max F. 
Herrmann, Adolf 
Herzog, Charles 
Hirsch, James A. 
Jackson, Eugene 
Jonas, J. B. Edward 
Works, Austin M. 

Bole, J. A. 
Eastern District High School 
Adler, David 
Goldenberg, Irving 
Harmon, Esther 
Kiso, Freda 
Kretschmar, Magda 
Wagenschutz, Anna 
Santee, E. B. 
Greenberg, Henry 
Meyer, Florence E. 
Russum, Edith E. 

Erasmus Hall High School 

Holmes, Mary H., Head of De- 
partment 

Busch, Ella A. 

Dennis, Julia B. 

Habermeyer, Louise C. M. 

Perkins, Helen L. 

Sparks, Minnie E. 

Evander Childs High School 
Greditzer, M. Moritz, Chairman 
Ackerle, Ida V. 
Herrmann, Anna L. 
Heuermann, Helena F. 
Schonberg, Max 
Stamm, Caroline L. 

Far Rockaway High School 
Jeschke, Martha L. 

Flushing High School 

(Modern Languages Department) 
Baumeister, John 
Bardenheuer, Clara E. 
Green, Helen 
Ferry, Alice M. 
Ross, Annie 

Girls' High School 
Cushman, Earl L., Chairman 
Babcock, Maude R. 
Deufeld, Charlotte S. 
Duurloo, Wilhelmine H. 
Hayes, Helen M. 
Junge, Antonie 
Kellner, Anna T. 
Wisthaler, Johanna S. 

Jamaica High School 
Krause, Carl A., Chairman 
Corcilius, Josephine 
Fennebresque, L. 
Dilger, Marie 
Mannhardt, E. G. 
Rosenstadt, Bertha 

Julia Richman High School 
Crocker, Nellie J. 
Knopfmacher, Ida 
Saxton, Margaret D. 
Trautvetter, Ida 



H. S. T. A. BULLETIN 



Wehle, Hanna 
Wendell, May Godfrey 

Manual Training High School 
Bushong, Alice 

Fleischer, Emanuel M., Substitute 
Geiss, M. Paula 
Hackedorn, Marion 
Kern, Dr. Albert J. W. 
Lamb, Dr. William W. 
Levy, Gretchen R., Substitute 
Mageworth, J. Otis 
Mueller, Ernest G. 
Oswald, Dr. Frederick M., Jr. 
Peters, Frederick A. 
Pignol, Gertrude A. M. 
Schaible, Godfrey C. 
Schutze, Eliza 
Schwartz, Edward E. 
Stern, Regine 

Morris High School 
Althaus, Edward, Head of De- 
partment 
Althaus, Amalie 
Appel, Frank J. 
Franke, Clara E. 
Leuchs, Fritz A. H. 
Lippert, Marie P. 
Scheib, Richard 
Schoenrock, Hedwig 
Swartout, Caroline H. 
Tilley, Lydia L. 
Wahl, Emanuel M. 
Woblfarth, Amelia 
Staehlin, Leonie E. 

Newtown High School 
Miller, Maud E. 
Seeber, Elizabeth 
Wells, Nellie P. 
White, Cornelia B. 
Zerban, Alex. H., Chairman 

Richmond Hill High School 

Burrage, Myra Allen 
Golde, Margaret D. 
Lambert, Marcus B. 
Manfred, Maude E. 
Wortmann, Johanna C. 

Stuyvesant High School 
Beha. Joseph L. 
Brandau. George J. 
Elmer, Clement G. 
Fink, Frederick W. 
Klafter, Simeon H. 
Lipsky, Abram 
Mantel, Herman E. 
Mankiewicz, Frank 
Neumarker, John 
Nochkes, Adolph 
Norris, John S. 
Weiser, Samuel 

(French) 
Dorfman, Waldemar K. 
Greenberg, Jacob 
Parrott, Alfred F. 

Wadleigh High School 
Zick, Dr. 
Haefelein, Miss 
Harris, Miss G. B. 
Hilke. Miss 
Lapatinkopf, Miss 
Lenz, Mr. 
Leidensticker, Miss 
Sesso, Miss 
Thompson, Miss L. 
Schreiber, Miss, Tchr. in Training 

Washington Irving High School 
Arndt, Emma 



Baron, Lucille, Substitute 

Buttner, Frieda 

Crandall, Ernest L., Chairman 

Edwards, Minna H. 

Eltzner, Dorothea 

Fette, Elizabeth W. 

Hellin, Lillian 

Hochheimer, Rita 

Loos, Richard F. 

McGivney, Mabel, Substitute 

Molwitz, Ernestine J. 

Schoenfeldt, Eugenia, Substitute 

Wagner, Julia 

Warr, F. Louise 

Weiss, Alma 

Weisner, Harry L. 

Zaisser, Matilda 



GREEK DEPARTMENT 

Curtis High School 
Pratt, Marion 



HISTORY DEPARTMENTS 

Bay Ridge High School 
Proper, Emberson E. 
Rubenstein, Jacob 

Bryant High School 
Arthur, L. Louise 
Dickson, Tenny V. 

Boys' High School 
Wilson, J. F., Chairman 
Brummer, Mr. 
Parsons, H. H. 
Rogers, Mr. 
Smith, Mr. 
Jacobs, Mr. 

Bushwick High School 
Morrey, William T., Chairman 
Nanes, Philip 
Smith, Louise 
Thompson, Lucy F. 

High School of Commerce 
Bryan, Alfred C, Chairman and 

First Assistant 
Beatman, Augustus S. 
Lewis, Ernest D. 
Porter, Geo. H. 
Rice, Winfield S. 
Roberts, Alfred S. 
Whiffen, Edwin T. 

Commercial High School 
Dann, Matthew L. 
Donovan, Herbert D. A. 
Polk, Ellery Channing 
Taylor, Edward F. 

Curtis High School 
Curtis, Osborn M. 
Goodwin, W. Grant 

DeWitt Clinton High School 
Moyer, Fayette E. 
Delaney, Edward C. 
Foote, Edmund W. 
Ham, Charles 
Raphan, Ludwig 
Kelley, Frank B. 
Lucey, Michael H. 
Newman, Charles 
Thomas, Harrison C. 
Tobin, James L. 
275 



Eastern District High School 
Paine, Frederick H. 
Beeckman, Florence 
Campbell, Harold G. 
Colligan, Eugeni A. 
Watson, Alice D. 
Wyckoff, Harriet E. 

Erasmus Hall High School 

Boynton, George E., Head of De- 
partment 

Crane, Ella E. 

Cunningham, Maude M. 

Davis, Jennie M. 

Fay, Charles R. 

Knowlson, Walter S. 

MacColl, Grace B. 

Sprague, Laura E. 

Evander Childs High School 
Peterson, A. Everett, Chairman 
Woodman, Sophie P. 

^ Far Rockaway High School 
Kennedy, Anna J. 

Flushing High School 
Miller, Frank H. 
Chapman, Frances E. 

Girls' High School 
Cahill, Rose, Head Teacher 
Couch, Anne M. 
Davies, Rebecca H. 
Hardy, Ruth G. 
Lyle, Edith K. 
Merriam, Betsey G. 
Stevens, Alice A. 
Way, Mary J. 

Jamaica High School 

Lawrence, Antoinette, Chairman 
Edgerton, Myra T. 
Leutscher, George 

Manual Training High School 
Fanning, Grace M. W. 
Glassberg, Mr. 
Hall, Mary A. 
Hennelly, Mary F., Teacher in 

Training 
Low, J. Herbert, Head Teacher 
Marquardt, Florence 
Puig, Florence M. 
YarrinTton, Adrian M. 

Morris High School 
Bates, Abby B., Head Teacher 
Andrews, Grace 
Baer, Dena M. 
Bourne, Mary J. 
Bridgman, Anna T. 
Carey, Alice M. 
Thompson, Annie S. 
White, Fred C. 

Newtown High School 
Briggs, Larry 
Gomph, Anna M. 
Preston, Helen O, Chairman 

Richmond Hill High School 

Knapp, Annie M. 
Leete, Gertrude M. 

Stuyvesant High School 
Dunbar, William F. 
Fay, Harrison G. 
Ross, A. Franklin 

Wadleigh High School 

Wood, Miss 
Barrett, Miss M. B. 
Bass, Miss 



HIGH SCHOOL DIRECTORY 



Beckwith, Miss 
Bennett, Mr. 
Blumenstock, Mr. 
Davis, Miss A. 
Gano, Miss 
Haney, Mrs. 
Sheely, Miss 
Taylor, Miss_ 
Thomson, Miss 

Youngham, Miss, Tchr. in Train- 
ing 

Washington Irving High School 
Galloway, Ida G., Chairman 
Bassett, Elizabeth W. 
Belcher, Frances S. 
Chapman, Lena M. 
Goertner, Rose 
Hall, Caroline D. 



LABORATORY ASSISTANTS 

Bryant High School 
Becker, Nathaniel 

High School of Commerce 
Coleman, D. F. 
Duschatko, Alfred 

Morris High School 
Jablonower, Benjamin 
Schaumoeflfel, John 



LATIN DEPARTMENTS 

Bay Ridge High School 
Allen, Winifred S. 
Lawton, Maxwell F. 
Medalie, Mrs. Carrie K. 
Grant, Alice C. 

Boys' High School 
Riess, Dr., Chairman 
Daniels, Mr. 
Edwards, Mr. 
Flint, Thos. 
Freeborn, Mr. 
Hobson, Mr. 
Hopkins, Mr. 
Janes, Mr. 
jenner, Mr. 
Jones, Mr. 
Jeffords, Mr. 
Reynolds, J. 
Wilson, H. 

Bryant High School 

McKinney, May 

McMahon, M. Mabel, Chairman 

Bushwick High School 
Falion, George M., Chairman 
Mulholland, M. Estelle 
Smith, Louise 

Curtis High School 
Brewer, Francis E., Chairman 
Corcilius, Inez 
Gallagher, Ellen M. 
Goode, Elizabeth 
Peck, Mrs. Elizabeth du Bois 
Pratt, Marion 

DeWitt Clinton High School 
Bice, Hiram H. 
Bryant, Arthur A. 
Dotey, Aaron L. 
Hardy, Anna L. 
Solomon, Michael 



Wait, Horace C. 
Wilford, Herbert E. 
Yokel, Arthur 
Foote, Carlton A. 

Eastern District High School 
Dixon, Charles E. 
Bowman, Nina 
Davenport, Florence 
Genung, Ina E. 
Holmes, David H. 
Hoy, Elizabeth 
King, Helen Louise 
Klock, Claude W. 
Pinch, Minnie E. 
Stepanek, Beatrice 

Erasmus Hall High School 

Harter, Eugene W., Head of De- 
partment 

Beardsley, Frank J. 

Branson, Roswell H. 

Connell, J. Wesley 

Dox, Elmer A. 

Estes, Charles S. 

Harley, Walter S. 

Howe, Alice C. 

Leggett, Blanche C. 

McGill, Franklin C. 

Neiswender, Ada B. C. 

Peabody, Susan P. 

Scott, Izora 

Stacey, Sidney G. 

Stone, Katherine W. 

Strong, William M. 

Townsend, Arthur M. 

Vidaud, Nathalie L. 

Volentine, Mary F. 

Welsh, W. Wallace 

Wendell, Carrie E. 

Eyander Childs High School 
Williams, Joseph S., Chairman 
Siedler, Charles W. 

Far Rockaway High School 
Prescott, Lucy M. 
Flanders, Addie E. 

Flushing High School 
Jenks, Paul R. 
Lane, Mary C. 
Lay, Wilfrid 

Girls' High School 
Ford, Celia, Head Teacher 
Briggs, Emily E. 
Clark, Emma K. 
Dame, Lydia M. 
Ellis, Sophia 
Farrant, Louise G. 
Jenkins, Anna S. 
Lumley, Eleanor P. 
McCarty, Maria C. 
Willard, Gladys 
Winslow, Julia E. 

Jamaica High School 
Chickering, F. C, Chairman 
Grant, R. A. 
Hoadley, H. 
Root, Lydia F. 

Julia Richman High School 
Clarke, Eleanor P. 

Manual Training High School 
Bryant, Elizabeth E. 
Dickinson, Hy. N. 
Dithridge, Caroline 
Heyer, Ella G. 
McDonald, John J. 
McDowell, Mary S. 
276 



Perrine, Charles 
Richardson, William C. 
Russell, Warren L. 
San Giovanni, Dr. Edoardo 
Schryver, George Orin 
Smith, J. Clarence 
Soule, Bertha L. 
Shumway, Dr. Edgar S. 

Morris High School 
Davis, Josie A., Head of Depart- 
ment 
Bogart, Elmer E. 
Bogart, Sarah H. 
Carr, Agnes 

Constantine, Harriet L. 
Cutter, L. Sanford 
Evans, Austin H. 
Fraser, Effie 
Pyne, Henry R. 
Shannahan, Willard R. 

Newtown High School 
Radin, Man, Head of Depart- 
ment 
Swenson, Celeste C. 

Richmond Hill High School 
Beers, Florence E. 
Johnson, Estelle M. 
Voorhees, Sophia 

Stuyvesant High School 
Foster, Walter E. 
Leavitt, William M. 
Reynolds, Frank H. 
Wallace, Minot L. 
Wedge, Alfred H. 

Washington Irving High School 
Guthrie, Grace 
Hopkins, Frances S. 
Wessa, Ida, Chairman 

Wadleigh High School 

Hodges, Mr. 

Beach, Miss 

Case, Miss 

Churchill, Miss 

Clark, Miss 

Delano, Miss 

Henry, Miss 

Howard. Miss 

Judd, Mr. 

McBride, Miss 

MacVay, Miss 

Nammack. Miss 

Boessler. Mrs. 

Royce, Miss 

Stone, Miss 

Van Vliet, Miss 

Fox, Miss, Tchr. in Training 



LIBRARIANS 



Bryant High School 

Thayer, Annie M. 

Bushwick High School 

Brower, Miss Jan 

High School of Commerce 

Pope, Seth E. 

Commercial High School 
Duncan, William H., Jr. 

DeWitt Clinton High School 
Arden, Harriette 

(Music Department) 
Donnelly, Joseph P. 
White, Emory F. 



Flushing High School 
Ely, Jean 

Morris High School 
Hathaway, Bertha F. 

Newtown High School 
Bed-" T -lia I. 

Morris High School 
Hazen, Ella H. 

Washington Irving High School 
Alexander, Elizabeth W. 
Annette, Sarah E., Chairman 
O'Donnell, Marjorie, Substitute 



LIBRARY PRACTICE 

Washington Irving High School 

Dodd, Helen W. 

Fritz, Louise P., Chairman 



MANUAL TRAINING DE- 
PARTMENTS 

Bryant High School 
Grubneau, Adolph J. 
Loewy, George J. 
Vogt, Charles A. 

Bushwick High School 
Norton, George W. 
Howe, Charing B. 

Morris High School 
Heikes, Irving A., Head of De- 
partment 
Ackerly, Jennie 
Bergman, Morris L. 
Brand, Josephine 
Clarke, Helen MacG. 
Elkan, Herman M. 
Gilmour, Emily 
Hazen, Louise C. 
Joslin, Jennie M. 
Landau, Laura 
Leighton, Margarette 
Lewis, Arthur C. 
Miller, Myrtle H. 
Scott, Cora H. 
Theobald, Jacob 
Winslow, Isabel G. 

Commercial High School 
(Department of Shop Work) 
Austin, Harry W. 

Manual Training High School 
(Boys' Shop) 
Billingham, F. L. 
Boecker, Dr. Alexander 
Brundage, Howard D. 
Edwards, Sidney 
Foster, Edwin W. 
Gilson, Channing W. 
Lenfest, Dr. Bertram A. 
Leroy, Walter A. 
McCall, Carleton C. 
Mackay, Alfred 
Oliver, Joseph W. 
Robinson, Alfred T. 
Robinson, John T. 

Newtown High School 

(Joinery and Mechanical Drawing) 
Messenger, Leslie, Chairman 



H. S. T. A. BULLETIN 

Stuyvesant High School 
(Wood Working) 
Goodrich, M. Foster 
Griswold, Edward D. 
Hanford, Clarence D. 
Hingsberg, Thomas 
Mehrtens, Henry E. 
Mersereau, Samuel F. 
Messenger, John, Jr. 
Stahl, George F. 
Stotler, Albert 
Steinert, John B. 
Worth, William A. 

(Metal Working) 
Gage, Stanley A. 
Griswold, Clifford B. 
Schwarzkopf, Ernst. 
Smith, Seymour L. 
Smith, Walter M. 
Wyman, William T. 



MATHEMATICS DEPART- 
MENTS 

Bay Ridge High School 
Back, Elizabeth M. 
Benway, Mabel R. 
Barlow, Margaret M. 
Eddy, Elise S. 
Gilliland, Alice M. 
Mackey, Arthur J. 
Schuyler, Elmer 

Boys* High School 
Parsons, E. B., Chairman 
Bishop, Mr. 
Bergstresser, Mr. 
Blanchard, Mr. 
Clark, Mr. 
Downing, Mr. 
France, Mr. 
Hamilton, Mr. 
McDowell, Mr. 
Stone, Mr. 
Swenson, Mr. 
Weaver, Mr. 
Gray, Mr., Substitute 

Bryant High School 
Byrne, Margaret C. 
Garrity, Julia F. 
Rothholz, Meta 
Shaw, M. Edna 
Welch, Albert M., Chairman 

Bushwick High School 
Humason, Dr. Thomas A., Chair- 
man 
Cohen, Morris 
Conley, William E. 
Fleischer, Edward 
Green, John P. (Alg. and Exp.) 
Francis, Carolyn L. 
Briggs, Eva E. 
Goodman, Arthur 

High School of Commerce 
Minnick, John D., Chairman 
Appel, Israel 
Bowles, Frank C. 
Fallon, George 
Kock, Ernest H. 
Lagerwall, Chas. J. 
Lewis, Alfred H. 
McCormick, Thos. H. 
Schlauch, William S. 
Smith, L. Brewster 
Swanton, Richard S. 

Corrmercial High School. 
TCTi-s, Ralph P. 
Hook. Edward A. 
277 



Lee, Joseph B. 

Teeter, Charles H., First Asst 

Curtis High School 
Dean, Philip R., First Asst. 
Burdick, Mabel 
Clark, Henry F. 
Grant, Mrs. Eva M. 
Kane, Thomas F. 
O'Brien, Charlotte E. 
Shipley, James H. 

DeWitt Clinton High School 
Anthony, Oscar W. 
Berry, James F. 
Clark, Randolph F. 
Deshel, M. C. 
Grow, Frederick S. 
Haas, Arthur 
Heller, Harry 
Kelly, David F. 
Krause, Arthur K. 
Landsman, Charles M. 
Levene, Harry 
MacLaren, Donald C. (on leave 

of absence) 
Mirsky, Israel 
Morgan, Gwilym S. 
Parellhoff, Bernard H. 
Penhollow, Harry B. 
Pickelsky, Frank 
Pokorney, Rudolf C. 
Salzano, Francis 
Wright, Herman H. 
Schneer, A. Henry 
Stevens, Willliam S. 

Evander Childs High School 
Keigwin, Henry W., Chairman 
Arenwald, Mesmin 
Levine, Maurice 
Lippe, Adolph A. 
Norr, Henry I. 
Rosenthal, Terese R. 
Withers, Samuel C. 

Eastern District High School 

Mayo, M. J. 
Gross, H. I. 
Gurnee, Blaudina 
Kelly, Wm. H. 
Rittenhouse, Hawley D. 
Sullivan, Mary 
Tomlin, Stella M. 
Wilson, Stuart 
Blumenberg, Freda 

Music Department 
Ennis, Mary G. 
Martin, Paul 

Erasmus Hall High School 

Lasher, William R., Head of De- 
partment 

Brickelmaier, Alice G. 

Edgell, Frank D. 

Gordon, John J. 

Hodgdon, Katherine I. 

Jeffs, Eva 

Johnston, William H. 

Keck, Fred R. 

Laden, James 

Leman, George W. 

MacLean, Donald C. 

Raynor, George C. 

Stone, Mary M. 

Strom, Carl A. W. 

Talbot, A. May 

Whitney, N. Belle 

Wilder, George F. 

Young, Louise A. 

Far Rockaway High School 
Jennison, Emily M. 
Barbanell, A. Irving 



_ 



HIGH SCHOOL DIRECTORY 



Flushing High School 
Barnwell, Walter 
Nearing, Siena P. 
Palmer, May T. 

Girls' High School 
Mullen, Loring B., Head Teacher 
Chatterton, Minnie E. 
Childs, Lelia M. 
Germann, Susan M. 
Hale, Agnes L. 
Ingalls, Margaret L. 
Jewell, Edith 
Miller, Maud 
Smith, Charlotte 
Sullivan, Bessie 
Wales, Alma E. 
Wilson, Jada J. 
Wright, Mabel 

Jamaica High School 
Wilkin, Josephine D., Chairman 
Brown, Charles G. 
Busbee, Christiana 

Manual Training High School 
Aldridge, Dr. Vincent 
Baker, Dr. Arthur L. 
Baker, Eleanor R. 
Baldwin, Walter J. 
Banta, Mary 
Barasch, Morris 
Colsten, Albert L. 
Dickler, Nathan N. 
Davis, Eunice M. 
Freeberg, Sigrid C. 
Harris, Lena 

Hopkins, Francis L., Substitute 
Jones, Walter R. 
MacCool, R. J. 
McArdle, John Philip 
McCreary, Herbert J. 
Nevins, Dora R. 
Odell, Louis S. 
Robinson, Franklin D. 
Shimberg, Jeannette 
Snow, Minnie R. 
Solomon, Charles 
Walton, Georgiana C. 

Julia Richman High School 
Arnold, David L. 
Underhill, Mary 
Vermilya, Mabel 

Newtown High School 
Eggleston, Charlotte 
Powers, Minnie, Chairman 
Putney, Edith 
Woodruff, Frank 

Richmond Hill High School 
Landers, Leland L. 
Emery, Stephen 
Ralph, Marion F. 
Stilson, William E. 

Stuyvesant High School 
Andrews, Richard M. 
Augsbury, Earl 
Breckenridge, William E. 
Cheney, Thomas Clyde 
Clark, John P. 
Corbettt, Joseph S. 
Cornell, Charles F. 
Durkee, Ernest S. 
Henriques, Maurice C. 
Hollander, Edward 
Leventhal, Murray J. 
Marston, Charles W. 
O'Brien. William J. 
Page, Donald T. 
Silberstein. Nathan 
Sindelar, Charles 



Wadleigh High School 
Bruce, Miss 
Bowman, Miss 
Bugbee, Miss 
Burchard, Miss 
Coman, Miss 
Denis, Miss 
Harris, Miss M. E. 
Harris, Miss S. 
Hart, Miss 
Hermann, Miss 
Houston, Miss 
Hovey, Mr. 
Kelsey, Miss L. H. 
Mayer, Miss 
McMillen, Miss 
Norwood, Miss 
Reynolds, Miss 
Robinson, Miss 
Smith, Miss 
Strassburger, Miss 
Underwood, Miss 
Gerschauek, Miss, Tchr. in Train- 

Goertz, Miss, Tchr. in Training 

Washington Irving High School 
Beach, Jessie A., Chairman 
Dolgenas, Jacob A. 
Eaton, Clara C. 

McKenna, Mary 
McOuade, Rose M. 
Roll, Rose 
Zagat, Lillie 



MUSIC DEPARTMENTS 

Bay Ridge High School 
Morris, Eugene C. 

Boys' High School 
Flint, G. C, Chairman 
Mattes, Mr. 

Bushwick High School 

Taylor, Arthur M., Chairman 
Wilson., George E. 

Bryant High School 
Bankhart, Elizabeth 

High School of Commerce 
Norden, N. Lindsay 

Commercial High School 
Zeiner, Edward J. A. 
Goate, William B. 

Curtis High School 
Kuhn, Mina D. 

Erasmus Hall High School 
Schmidt, Carl G., Chairman 
Mulligan, Mary C. 

Evander Childs High School 
Reynolds, Gerald 

Far Rockaway High School 
Marquard, Edward G. 

Flushing High School 
Marquard, Edmond G. 

Girls* High School 
Joannes, Jules S., Chairman 
Barrett, Mary C. 
Liscombe, Mrs. Esther A. 

Jamaica High School 
McConnell, Marie 
278 



Manual Training High School 
Smith, Grace L. 
Y.erbury, Charles S. 
Van Olinda, James E. 

Morris High School 
Tracy, Edwin S., Head of De- 
partment 
Palmer, Anna M. 
Reynolds, Gerald 

Newtown High School 
Valentine, Chas. I. 

Richmond Hill High School 
Greene, Lillian L. 

Stuyvesant High School 
Downey, Frank 

Wadleigh High School 
Judge, Miss 
Barrett, Miss M. 
Blair, Miss 

Washington Irving High School 
Matttfeld, William, Chairman 
Caron, Emma C, Substitute 
Mooney, Lawrence 
Neidlinger, William 



PHYSICAL TRAINING DE- 
PARTMENTS 

Bay Ridge High School 
Barnett, Sadie R. 
Beck, Alga May 
Ward, Mercedes 

Boys' High Schcool 
Andrews, Mr., Chairman 
Fairchild, Mr. 
Gemson, Mr. 

Bryant High School 
Ellert, John F. 
White, Cornelia M. 

Bushwick High School 
Durand, William B. 
Green, Mary P. 
McConville, Lillian M. 
Stieg, Fern 

Commerce High School 
Aldinger, Harrv E., Chairman 
Foster, Wilfred L. 
Hendrian, August W. 
Rotherham, Philip J. E. 

Curtis High School 
Austin, Mary E. 
Hillyer, J. Blake 

Evander Childs High School 
Edmunds, Maude A. 
Schapira, Barnet 

Eastern District High School 

Higbee, Anna M. 
Krellenstein, Ray 
Model, Charles 
Sperling, Harry 
Reed, Mary 

Erasmus Hall High School 
Edgell, Mrs. Frank D., Chair- 
man 
Austin. Mrs. Mary 
Batchelor, Chas. B. 



H. S. T. A. BULLETIN 



Sheehan, Mary 
Warner, Elma L. 

Far Rockaway High School 
Fish, Alanson L. 
Livermore, H. Louise 

Flushing High School 
Fish, Alanson L. 
Livermore, Harriet L. 

Girls' High School 
Clark, Cora B., Chairman 
Hughes, Annie R. 
Huntington, Belle 
Treadwell, Flora G. 
Wollaston, Caroline M. 

Julia Richman High School 
Ashcroft, Carrie Van R. 
Hazen, Charlotte 
Smith, Edith Ives 

Jamaica High School 
Jacob, A. Gertrude 
Silverman, Henry 

Manual Training High School 
Brown, Merton A. 
Foster, Oscar R. 
Germann, Charles C. 
Gray, J. Newton 
Holly, Harold A. 
Holzman, Abr. 
Lindlar, Willliam 
Mackay, Alfred 
Mattuck, Tacob A. 
Nelson, Willard B. 
Snyder, B. Louis 
Weed, Henry T. 

Morris High School 
Skeele, Otis C, Head of Depart- 
ment 
Barnum, Grace E. 
Butler, Evelyn M. 
Freeston, Mary C. 
Parker, Jacob 
Pulvermacher, Dolores 

Newtown High School 
Crooke, Maxwell A. 
McMahon, Kathryn, Chairman 

Richmond Hill High School 
Chapin, Jennie E. 
Gammon, Montague 

Stuyvesant High School 
Coqley, George E. 
Maier, Augustus 
Way, Abner P. 

Wadleigh High School 
Moulton, Miss 
Dobbins, Miss 
Hervey, Miss 
Marsh, Miss 
Petrie, Miss 
Potter, Dr. 

Washington Irving High School 

Barnett, Sarah E., Chairman 

Beck, Alga M. 

Garlock, LuNette M. 

Gill, Lulu G. 

Morrissey, Alice 

Sandman, Ida 

Scales, Carrie L. 

Watters, Dorothy 



PHYSICAL SCIENCE AND 
BIOLOGY 

Eastern District High School 
Brace, Edith M. 
Branower, Solomon 
Burlingham, Gertrude 
Hazen, Annah P. 
Illich, Louis L. 
Kaufman, Wm. A. 
Meigs, Katherine H. 
Trowbridge, Cornelia 
Wilkes, Eana M. 
Osborne, Mabel 

Erasmus Hall High School 
Stocker, John H., Chairman 
Bryant, Frank L. 
Burnham, R. Wesley 
Hancock, William J. 
Huntington, Frederick W. 
Jaquish, Ben M. 
Levy, Harry A. 
Williams, Lewis C. 

* Far Rockaway High School 
Barnes, Edwin A. 
Broomall, Laura B. 

Wadleigh High School 
(Physics) 
Cornish, Mr. 
Bruere, Miss 
Cameron, Mr. 
Hermans, Miss 
Grieff, Miss, Laboratory Asst. 

(Chemistry) 
Gibson, Mr. 
Russel, Miss 
Cassett, Miss, Laboratory Asst. 

(Physiography) 
Clendenin, Mr. 
Tavlor, Miss M. L. 
Tefft, Miss 



PHYSICS AND CHEMISTRY 
DEPARTMENTS 

Bay Ridge High School 
Kearney, Maurice W. 

Boys' High School 
Spaulding, Mr., Chairman 
Cook, Dr. 
Curtis, Mr. 
Stannard, Mr. 
Yoder, Mr. 

Bryant High School 
Finch, Anna O. 

Bushwick High School 
Newcomer, Harvey 
Maynard, Ernest A. 

High School of Commerce 
Creston, Henry C, Chairman and 

First Assistant 
Hance, William 

Curtis High School 
Hopkins, Rupert H. 
Tucker, Charles R. 

DeWitt Clinton High School 
Timmerman, Charles E. 
Chamberlain, Raymond 
Currie, Thomas fl. 
Tortora, Albert A. 

Evander Childs High School 
Hannan, Walter S. 
279 



Flushing High School 
Word, Howell T. 
Killen, Arthur H. 

Girls' High School 
Arey, Albert L., Head Teacher 
Briley, Beatrice A. 
Carter, Effie A. 
Evans, William F. 
Holt, Henry L. 
Jenkins, Manford M. 
Jenness, Jennie M. 
Schumer, Jacob H. 

Jamaica High School 
Vosburgh, Charles H., Chairman 
Quick, Oscar 
Thompson, K. W. 

Manual Training High School 

Besarick, Caroline B. 

Bloom, Isador 
Colony, Elizabeth 

Hierholzer, Carl O. 
Wikel, Henry H. 

Wilson, Agnes W. 

Morris High School 
Pyle, Willard R. 
Burt, Clara M. 
Scudder, John C. 
Strayer, Franklin R. 
Emmons, Fred E. 

Newtown High School 
Hewins, Nellie P. 
Kingsburv, Geo. H., Chairman 
McAuliffe, Anna E. 
Morris, Mary F. 

Washington Irving High School 

Alley, M. Ida 
Ammerman, S. Lewis 
Hayner. Burton A. 
Slack, Earl B., Chairman 
Welt, Ida 



PHYSIOGRAPHY DEPART- 
MENTS. 

Bryant High School 
Darrin, Mary R. 

Girls' High School 
Arey, Albert L., Head Teacher 

Cochran, Thomas 

Julia Richman High School 
Cole, Beulah V. 

Morris High School 
Miller, Charles A., Head of De- 
partment 
Surrey, Frank M. 

Richmond Hill High School 
Chapin, Henry E. 

Washington Irving High School 
Slack, Earl B. 
Hayner, Burton A. 



SPANISH DEPARTMENTS 

Bay Ridge High School 

Smithers, Herlinda G. 

Commercial High School. 
Harrison, Earl Stanley, First As- 
sistant 



HIGH SCHOOL DIRECTORY 



Finney, Arthur E. 
Mercado, Julian 
Smith, Joseph 



STENOGRAPHY AND TYPE- 
WRITING DEPARTMENTS 

Bay Ridge High School 
Rosmarin, Michael 
Saphier, Conrad J. 
Sugarman, Arthur M. 
Zinman, Meyer E. 

High School of Commerce 
Healy, Horace G., Chairman 
Beygrau, Frederick R. 
Craver, Edwin H. 
Rosenblum, Abraham 
Walsh, Daniel O'C. 

Commercial High School 
Bolger, Edwin A., Chairman 
Chestnut, D. Howard 
Deuenholz, Alexander 



Finnegan, William E. 
Melson, George W. 
Shea, John T. A. 
O'Ryan, William P. 
Shearer, Robert J. 

Far Rockaway High School 
Van Dusen, Eldon M. 

Julia Richman High School 
Ake, Virginia A. 
Brand, Louis 
Cahill, Mary F. 
Kahn, Jeannette 
Kennedy, Agnes 
Levy, Rose Adelaide 
Mitchell, Marguerite F. 
Ruggeri, Agnes C. 
Topper, Anna 
White, Mabel M. 

Morris High School 
Hagar, Etta M. 
Horwitz, Lilian 

Richmond Hill High School 
Richcardson, Marion G. 



Washington Irving High School 

Allyn, Louise 
Boothby, Nellie M. 
Catren, Ida M. 
de Mers, Adrienne V. 
Ennis, Agnes A. 
Frank, Charles L. 
Kinnan, Madeline 
Klees, C. Mathilde 
Langdon, Ruth J. 
Linden, Mary V. 
Loring, Jacob M. 
Meyenberg, Amelia 
Orr, Ella J. 
Riordan, Elizabeth 
Robinson, Deborah P. 
Roche, Elizabeth A., Chairman 
Stone, Bertha R. 
Truckenbrodt, Lewis 



STUDY HALL 



DeWitt Clinton High School 
Baylis, Sara 



280 



HIGH SCHOOL DIRECTORY 



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282 






H. S. T. A. BULLETIN 

LIST OF THOSE HOLDING FIRST ASSISTANT LICENSES, 
AS OF MAY 15, 1914 

Accounting, Economics and Commercial Law 
RAYNOR, GILBERT J., 84.665%; Commercial. 

Biology (Biological Science) 
VAN DENBURG, JOSEPH K., 82.25%; Prin. P. S 

No. 40, Manhattan. 
PAYNE, FRANK C, 83.875%; Commercial. 
WOOD, GEORGE C, 83.875%; Boys'. 
MANN, PAUL B., 83.5%; Morris. 
MATHEWSON, CHESTER A., 83.125%; B. T. S. 
BEDFORD, EDGAR A., 81.5%; Stuyvesant. 

Biological Science 
HEWINS, NELLIE P., 76.875%; Newtown. 

Classical Language 
PYNE, HENRY R., 79.25%; M. R. B. S. ; 81.25% 

Morris. 
BRYANT, ARTHUR ALEXIS, 89.25% ; De Witt C. 
BOGART, ELMER E., 87.25%; Morris. 
HOADLEY, HARWOOD, 83.875%; Jamaica. 
TENNER, WILLIAM A., 82.5%; Boys'. 
TIBBETTS, WILLIAM F., 81.125%; Curtis. 
DOTEY, AARON I., 81% ; De Witt Clinton. 

English 
MILES, DUDLEY HOWE, 80.25% ; De Witt C. 
TRESSLER, JACOB C, 75.25%; Boys'. Eng. also 

Jr. and A. Eloc. W. New. 
CAPLAN, ELIAS N., 74.875%; Commercial. 
STOCK, WALLACE T., 73.375%; Commercial. 
COHEN, HELEN L., 82.875%; W. I. 
HUGHES, JESSIE WALLACE, 78.5%; E. District. 

Fine Arts 
FRITZ. HENRY E.. 79.35%; Stuyvesant. 
CARTER, J. RAYMOND, 78.15%; H. S. C. 

History 
MOYER, FAYETTE E., 86.125%; De Witt Clinton. 
DANN, MATTHEW L., 85.25%; Commercial. 
BRUMMER, SIDNEY D., 79.125%; Boys'. 
WAYAVE, LEON T., 78.875%; Commercial. 
SMITH, ERNEST E., 76.375%; Boys'. 
ROGERS, WILLIAM W„ 76.25%; Boys'. 

Mathematics 
EMERY, STEPHEN, 76.975%, Z. B. M. X. R. ; 

78.9%, R. H. H. S. 
SWENSON, TOHN A., 83.333%; Boys'. 
WRIGHT, HERMAN H., 80% ; De Witt Clinton. 
BISHOP, MERLE L., 79.165%; Boys'. 
HOOK, EDWARD A., 74.875%: Commercial. 
WELCH, ALBERTA, 80.25%; Bryant. 

Mechanical Arts 
GAGE. STANLEY A., 85%; Stuyvesant. 
STAHL. GEORGE F., 80.75%; Stuyvesant. 
GARDNER, FRANK A., 80.5%; Stuyvesant. 

Modern Language 
PRICE, WILLIAM R., 95% ; D. W. C. : H. S. C. 

State Education Dept, Albany, N. Y. 
CRANDALL, ERNEST L., 93.5%; W. I. 
JONAS, J. B. EDWARD, 92.875%; D. W. Clinton. 
COHEN, ABRAHAM BRODERICK, 85.375%; 

Boys'. 
WILKINS, LAWRENCE, 82.25% ; De Witt Clinton. 
MERAS, ALBERT A., 82%; Newtown. 
PERRY, EDWARD O., 82%; De Witt Clinton. 
REMY, ALFRED, 80.75% ; H. S. Commerce. 

Physical Science 
WALKER, CLAUDE F., 78.5%; H. S. Commerce. 
NEWCOMER, HARVEY, 78.25%; Bushwick. 
MILLER, CHARLES A., 77.25%; Morris. 
STOCKER, JOHN H., 75.75; E. H. H. S. 

Stenography and Typewriting 
HEALEY, HORACE G., 81.75%; H. S. Commerce. 
BOLGER, EDWIN A., 81.5%; Commercial. 
McNAMARA, EDWARD J., 81.5%; Jamaica. 
283 



LISTS OF THOSE LICENSED AS ASSISTANTS BUT NOT 
APPOINTED, AS OF MAY 16, 1914. 

Applied Mechanics — Steam and Electricity 

RATHBUN, SHERRIL S., 88%; R. F. D. No. 3, Oneonta, N. Y. 
JENSEN, ARTHUR R., 82%; 561 E. Seventh St., Brooklyn. 

Biology 

HESS, J. AMMON, 70.5%; 77 Hamilton St., Rahway, N. J. 
THORBERG, MARIE BRUNDIN, 76%; 625 Jensen Ave., Fresno, Cal. 
BLOOMINGDALE, GERTRUDE, 70%; Alabama, N. Y. 

Biology, Junior 

FINK, ALBERT, 71.75%; 550 W. 174th St., New York City. 
WAGNER, ELIAZBETH D., 78.75%; 162 Jerome St., Brooklyn. 
THORBERG, MARIE BRUNDIN, 76%; 625 Jensen Ave., Fresno, Cal. 
5251— GALLEY L 

Chemistry 
GOODMAN, ARTHUR, 81.5%; 53 Seventh St., Manhattan. 
EASSLEY, CHARLES W. ; Orono, Me. 
FRIEDMAN, ELISHA; 102 E. 96th St., Manhattan. 
BRUNDAGE, MILTON B., Stuyvesant H. S. 
ATWATER, JOHN C. ; R. H. 

SMITH, MYRTIE ANNA, 73.5%; Fairport, N. Y. 

GREEN, MARY W., 67%; 613 Prospect St., West New Brighton, S. I. 
SCHMIDT, CLARA HELENE, 76.5%; 31 N. Bleecker St., Mt. Vernon, N. Y. 

Chemistry — Junior 

FRIEDMAN, ELISHA, 74% ; 317 E. 79th St., Manhattan. 
BLUM, ASHER, 73%; 557 E. 169th St., Manhattan. 

Clerical Assistant 

TODD, JOHN F., 75%; 755 E. 168th St., The Bronx, N. Y. C. 
SILVERMAN, ARTHUR, 79.5%; 1 Goerck St., Manhattan. 
JACOBS, JOSEPH, 79.25%; 218 Henry St., Manhattan. 
ZINNER, SIGMUND, 84% ; 443 Miller Ave., Brooklyn. 
FOX, HARRY R., 80.75%; 822 E. 163d St., Manhattan. 
GRABSON, EMANUEL, 77.5%; 185 Seventh St., Manhattan. 
HEYLMAN, EMMA ADEL, 80%; 395 Ft. Washington Ave., Manhattan. 
HEARN, GERTRUDE L., 78.5%; 1430 Greenwood Road, Brooklyn. 
WHITNEY, CATHERINE ELIZABETH, 77%; 3604 Broadway, Manhattan. 
STENBUCK, BERTHA E., 74%; 422 DeKalb Ave., Brooklyn. 

Commercial Branches 

FANCELL, AUGUSTINE J., 71.875%; 1354 Beach Ave., Manhattan. 
WALLACE, WILLIAM C, 80.832%; 76 Brookside PL, New Rochelle, N. Y. 
GODNICK, SAMUEL P., 73.25%; 234 W. 111th St., Manhattan. 
CANDEE, BENJAMIN K., 72.25%; 891 Fox St., The Bronx, N. Y. C. 
WEINSTEIN, REUBEN, 70.5%; 403 E. 52d St., Manhattan. 
FOX, JESSE G, 74.7%; 772 St. Nicholas Ave., Manhattan. 
ULLMAN, FELIX, 73.75%; 320 Broadway, Manhattan. 
ISKOWITZ, JOSEPH H., 84.375%; 534 E. 142d St., Manhattan. 
SCHOENLANK, SIDNEY C, 78.875%; 1129 Lefferts Ave., Richmond Hill, S. I. 
LOBENTHAL, MICHAEL SPIRO, 78.375%; 242 W. 112th St., Manhattan. 
WEINBERGER, WILLIAM, 77.832% ; 825 E. 163d St., The Bronx, N. Y. C. 
GARFINKEL, MAURICE A., 76.75%; 1199 Eastern Parkway, Brooklyn. 
ADKINS, COSTON B., 75.875%; 34 Hendrix St., Brooklyn. 
MILLER, DAVID, 75.25%; 121 W. 116th St., Manhattan. 
CROUTHAMEL, WALLACE K, 74.625%; Concord, Mass. 
KLEIN, EDWARD, 72.665%; 559 W. 164th St., Manhattan. 
EISENMAN, MAX T., 72.5%; 1058 Southern Boulevard, The Bronx, N. Y. C. 
FEUERLICHT, S. JULIUS, 72.5%; 1544 Minford PI., The Bronx, N. Y. C. 
GOLDENSOHN, JOSEPH A., 72.5%; 1 W. 112th St., Manhattan. 

284 



H. S. T. A. BULLETIN 

GOTTLIEB, MORRIS, 72.25%- 116 W. 114th St., Manhattan. 
GILBERT, MAX, 72% ; 944 Tiffany St., The Bronx, N. Y. C. 
LANDSMAN, MORRIS J., 71.4%; 21 W. 111th St., Manhattan. 
RISER, FREDERICK G-, 71.25%; Bronxville, N. Y. 
KAPLAN, JULIUS, 70.75%; 1533 Pacific St., Brooklyn. 
MARVIN, JESSIE A., 82.75%; 132 Cottage Ave., Mt. Vernon, N. Y. 
KILBURN, FLORENCE M. 

Cooking 

DOWNING, BESSIE (MRS. WARD), 80%; Hanover, N. H. 

OBER, ALICE M., 78.5%; 238 W. 56th St., Manhattan. 

SKELTON, CHRISTINE P., 77.5%— 78.5%; 65 Bav 32d St., Brooklyn. 

GORTON, HARRIETTE, 78%; 479 Prospect PI., Brooklyn. 

ROSE, MABEL M., 78%; 801 Ocean Ave., Brooklyn. 

DORMAN, JESSIE T., 77.5%; 111 Park PI., Brooklyn. 

BOWER, SARAH E., 77% ; 536 W. 143d St., Manhattan. 

CLARK, ANNA, 76.5%; 500 Second Ave., Astoria, L. I. 

MARTIN, MILDRED G., 76.5%; 91 Clinton Ave., Brooklyn. 

GREGG, MARY J., 76%; 258-A Emerson PI., Brooklyn. 

HUGGINS, ISABEL S., 75.5%; 407 E. 6th St., Plairifield, N. J. 

EILBECK, WINONA M., 75%; 524 W. 122d St., Manhattan. 

WOOLSON, SARAH A., 74.5%; Hastings-on-Hudson, N. Y. 

GAMGEE, EDITH C, 74% ; 497 Eighth St., Brooklyn. 

SINSHEIMER, ELEANOR, 72.5%; Hotel Walton, W. 70th St., Manhattan. 

WE5TFALL, MARTHA, 72.5%; 631 W. 142d St., Manhattan. 

STANTON, JOSEPHINE, 70.5%; 378 Greene Ave., Brooklyn. 

DRUMMOND, GRACE, 70% ; 104 S. 10th St., Newark, N. J. 

LANDRU, LOUISE, 70%; 365 Park Ave., Paterson. N. J. 

ROE, WINIFRED A., 78.5%; 614 Lexington Ave., Manhattan. 

HUCKEL, B. EUGENIE, 72%; 231 Ryerson St., Brooklyn. 

HESS, EMMA C, 75%; 258-A Emerson PL, Brooklyn. 

COHEN, AMELIA, 75.5%; 325 Central Park West, Manhattan. 

KELLY. MOLLIE SMEALLIE, 76%; 201 Hamilton St., Albany, N. Y. 

Cooking — Junior 

KELLY, MOLLIE S., 76% ; 199 Hamilton St., Albany, N. Y. 
COHEN, AMELIA, 75.5%; 325 Central Park West, Manhattan. 

Drawing 

BROWN, HAROLD H., 86% ; 6045 Kimbark Ave., Chicago, 111. 
ISLER, MAUDE M., 75.05%; 612 First Ave., Asbury Park, N. J. 

Economics 

HUGHAN, JESSIE WALLACE, 84%; 61 Quincy St., Brooklyn. 

Economics — Junior 

BLUM, ASHER. 82%; 544 Fifth St., Manhattan. 

LIPSCHUTZ, BERTHOLD A., 76.5%; 162 W. 144th St., Manhattan. 

Elocution 

i KANE, JAMES T., 75.5%; 266 Tay St., Brooklyn. 

GRISWOLD, VIRGINIA A., 72% ; 787 Carroll St.. Brooklyn. 
NIGHTINGALE, IDA E., 79% ; 202 Lefferts PI., Brooklyn. 
HARTLEY, ALICE CUSHING, 72% ; 747 Warhurton Ave., Yonkers, N. Y. 
HASKINS, THERESA H., 71.5%; 299 Sherman St., Brooklyn. 

English 

'■ BOECKER, ALEXANDER, 77.5%; 494 Third St., Brooklyn. 

MEYERS. DAVTD, 71%; 619 W. 127th St., Manhattan. 

WESTCOTT. ALLAN F., 82.5%; Alexandria Bay, N. Y. 

NORRIS, WALTER BLAKE, 77%; Annapolis, Md. 
' POHL, FREDERICK T., 70.5%; 1625-A Pacific St., Brooklyn; 68 W. Central Ave., Delaware, Ohio 

CORSON, LIVINGSTON, 77% ; 95 Brooklyn Ave., Brooklyn. 

COHEN, JOSEPH. 77% ; 266 Hewes St., Brooklyn. 

MASON, GABRIEL R., 76%; 1107 Forest Ave., The Bronx, N. Y. C. 

ROSENBERG. TACOB M., 75%; 1325 Franklin Ave., The Bronx, N. Y. C. 

BEER, MORRIS ABEL, 72% ; 945 E. 163d St., The Bronx, N. Y. C. 

TRAPP, FRANK G., 71.5%; 2349 Davidson Ave., The Bronx, N. Y. C. 

HANSON. GEORGE C, 70.5%; 518 Tefferson Ave., Brooklyn. 

SCHUMAN, SAMUEL, 70%; 949 Tiffany St., The Bronx, N. Y. C. 

CENTER, STELLA S., 77% ; Forsyth, Georgia. 

WHITE, VIOLA C, 70.5%; 277 Decatur St., Brooklyn. 

GOSS, LEONARD A, 76.5%; 38 Washington Square, Manhattan. 

MTTRPHY. EDITH H., 78.75%; 1551 Fifty-fifth St., Brooklyn. 

SPERRY. HENRIETTA, 76.5%; 18 Belmont PI., Passaic, N. J. 

GORDON, MARGERY, 76%; 128 W. 13th St., Manhattan. 

285 



HIGH SCHOOL DIRECTORY 

MANGAM, GRACE LEWIS, 76%; 295 Monroe St., Brooklyn. 

KING, MARIE B., 75.25%; 798 Valley Rd., Upper Montclair, N. J. 

MANGAM, EMILY A., 74.5%: 295 Monroe St., Brooklyn. 

MURPHY, FLORENCE SHILLARD, 72.5%; 126 Lincoln PL, Brooklyn. 

STAGEN, RUTH M. J _72.5%; 459 Bement Ave., West New Brighton, S. I. 

SPEAR, DOROTHY A., 72% : 850 Trinity Ave., The Bronx, N. Y. C. 

RUSSELL. NELLIE SHIRLEY, 71%; 363 Grand Ave., Brooklyn. 

English — Junior 

POHL, FREDERICK J., 70.5%; Delaware, Ohio. 

Forge Work 

LENFEST, BERTRAM A., 94%; 1524 Seventv-sixth St., Brooklyn. 
KAMHOLTZ, ALBERT, 75.5%; 142 W. 142d St., Manhattan. 

French 

CRAMER, TESSE G., 89.3%— 98.3%; 70 Lenox Ave., Orange, N. J. 

EATON, ARTHUR L., 88%; 20 State Road, Beachmont, Mass. 

FITZ GERALD, EDWARD, 80.5%; Derby, Conn. 

FREEMAN, THOMAS T., 72.5%; 359 W. 58th St., Manhattan. 

VIDERE, TEAN^E A., 73.33%; 117 W. 43d St., Manhattan. 

BOYD, MARTHA T., 78.5%; 120 S. 34th St., Brooklyn. 

NOYES, MRS. MARGARET W.. 77.5%; care Chelsea Bank, 135th St. and Seventh Ave., Manhattan. 

GAYN"OR, MARGARET A., 77.5%; 7 W. 129th St., Manhattan. 

MUSSAENS, MARIE G., 71%; 503 W. 122d St., Manhattan. 

FAGNANT, ANNE MARIE, 96% ; 821 N. Charles St., Baltimore, Md. 

PAGET, FRANCES, 89%; 12 Gladstone St., Rochester, N. Y. 

KELLEY. EDITH A., 88%; 158 Central Ave., Dover, N. H. 

WATKINS, TULIA C, 87%; 11 Tames St., Montclair, N. J. 

DAGGETT, MABEL CORNELIA, 85.5%; 306 E. Second St., Elmira, N. Y. 

ALLEN, L. MARY, 85%: 15 Whitveld Court. Newport, R. I. 

ISABEL, ERNESTINE C, 81.5%; 251 W. 98th St., Manhattan. 

SANDAL, CAROLINE, 81%; 303 Dean St., Brooklyn. 

German — Junior 

GOETZ, HERBERT, 70%; 207 E. 55th St., Manhattan. 

German 

ALLEN, RUSSELL H., 83%; 297 Ryerson St., Brooklvn. 

BAKER, GEORGE MERRICK, 80%; 8 S. 12th St., Philadelphia, Pa. 

KLEIN, LEOPOLD, 75.5%: 137 W. 119th St., Manhattan. 

HEIN, HENRY E. ; 2433 Southern Boulevard, The Bronx, N. Y. C. 

BROWN, ETHEL E.. 75%; 55 Church St., Montclair, N. T. 

FREIDENRICH, EDYTH, 75.5%: 3505 Jackson St., San Francisco, Cal. 

STERN, BESSIE C, 71%; 580 Broadway, Paterson, N. J. 

PROCTOR, HARRIET DAVIS, 88.5%; 14 E. Kinnev St.! Newark, N. T. 

HUNT, MABEL M., 84%; 112 S. Third St., Mt. Vernon, N. Y. 

WEYMANN, LINDA E., 83%; 148 E. 16th St., Manhattan. 

VICTORY, BEATRICE M., 82%; 918 W. Dauphin St., Philadelphia, Pa. 

MUSSAENS. MARIE G., 81.5%: 503 W. 122d St., Manhattan. 

SAUL, GERTRUDE ELIZABETH, 79%; 429 Ninth Ave., Astoria, L. I. 

LITSKY. ROSE, 78%: 218 E. 11th St., Manhattan. 

LAW, MARION F., 77.5%; 700 W. 178th St., Manhattan. 

HILL, ALICE TAYLOR, 74%\ 783 Greene Ave., Brooklyn. 

NEUMAN. LIBBY, 73%: 121 W. 115th St., Manhattan. 

CASSEL, THERESE, 70.5%; Hotel Brunswick, 22 E. 89th St., Manhattan. 

History — Junior 

WEINREB, SAMUEL, 81.5%; 43 W. 112th St., Manhattan. 
NEUMANN, SEYMOUR H., 76%: 875 Gates Ave., Brooklyn. 
KATZ. SIDNEY F., 74% ; 76 W. 82d St., Manhattan. 
KLEIN, CHARLES L„ 72.5%; 3602 Third Ave., The Bronx, N. Y. C. 
RAPP, PAUL L., 72%; 492 Third Ave., Manhattan. 
HALEY, OWEN A., 71.5%; 305 E. 161st St., The Bronx, N. Y. C. 
SWANTON, RICHARD L.. 70.5; 124 St. Tames PI., Brooklyn. 
DICKINSON, FLORENCE. 83.5%: 196 E. 205th St., The Bronx, N. Y. C. 
McGUIRE, LORETTO, 78.5%: Tamaica, L. I. 
BURGER, FRANCES, 78%; 430 Saratoga Ave., Brooklyn. 
HASTINGS. ELINOR TSABEL, 77.5%; 11 E. 87th St., Manhattan. 
KIVLEN, MAUD D., 74.5%; 365 Edgecombe Ave., Manhattan. 
WTCKS. HELEN DAVIS. 74.5%: 62 Montague St., Brooklyn. 
READ, FLORENCE W., 72.5%: 70 Morningside Ave., Manhattan. 
GORE. ANNA W.. 72%; 2 Lexington Ave., Winfield, L. I. 
MURPHY, FLORENCE S., 71.5%: 126 Lincoln Place, Brooklvn. 
FLEMTNG, CARRIE O., 70%; 450 E. 26th St., Brooklyn. 

286 



H. S. T. A. BULLETIN 

History 

ORTON, JESSE F., 75%; 73 Sixth St., Elmhurst, L. I. 

WEINREB, SAMUEL, 81.5%; 43 W. 112th St., Manhattan. 

NEUMANN", SEYMOUR H., 76%; 875 Gates Ave., Brooklyn. 

KATZ, SIDNEY R, 74% ; 76 W. 82d St., Manhattan. 

KLEIN, CHARLES L., 72.5% ; 1128 Clay Ave., The Bronx, N. Y. C. 

RAPP, PAUL LOUIS, 72%; 35 Clifton Place, Brooklyn. 

HALEY, OWEN A., 71.5% ; 305 E. 161st St., The Bronx, N. Y. C. 

SWANTON, RICHARD L., 70.5%; 124 St. James Place, Brooklyn. 

ABELSON, PAUL, 86%; 1. W. 10th St., Manhattan. 

MOYER, FAYETTE E. ; 2 Grove Terrace, Montclair, N. J. 

FITZPATRICK, EDWARD A.; 8 W. 101st St., Manhattan. 

O'RYAN, WILLIAM P.; 1051 Prospect Place, Brooklyn. 

WOOD, GEORGE C. ; 798 Lincoln Place, Brooklyn. 

WATERS, HELEN L. (MRS. BOYD), 83.5%; 343 Senator St., Brooklyn. 

BENNETT, MARTHA C. 80%; 281 Lafayette Ave., Passaic, N. T. 

QUINLAN, GRACE M., 79.5%; 2007 Bedford Ave., Brooklyn. 

OSGOOD, ELLEN L.. 77%; 17 Myrtle Ave., Plainfield, N. T. 

SCHUTZ, META E., 75%; 803 Union St., Brooklyn. 

CUNNIFFE, KATHARINE, 74.5%: 340 E. 194th St., The Bronx, N. Y. C. 

DTETRTCH. MRS. LUCY G., 73.4% ; Bay Shore, N. Y. 

WELLS. MILDRED A., 71.6% ; 549 Springfield Ave., East Orange, N. J. 

BASSETT, ELIZABETH W.. 71.2%: 116 W. 123d St., Manhattan. 

DICKINSON, FLORENCE, 83.5%; 196 E. 205th St., The Bronx, N. Y. C. 

WESTAWAY. TOTS BESSIE, 79%; 803 Fifty-eighth St., Brooklyn. 

MoGUIRE, LORETTO, 78.5%; 147 Liberty Ave., Tamaica, L. I. 

READ, FLORENCE WALLACE, 72.5%; 70 Morningside Drive, Manhattan. 

GORE, ANNA W., 72%; 2 Lexington Ave., Winfield, L. I. 

MURPHY. FLORENCE SHILLARD, 71.5%; 126 Lincoln Place, Brooklyn. 

FLEMING. CARRIE O., 70%; 450 E. 26th St., Brooklyn. 

WICKS, HELEN DAVIS; Huntington, L. I. 

Joinery 

ARNOLD, FREDERICK C, 75.25% ; 111 E. 168th St., The Bronx, N. Y. C. 
LEVY, JOSEPH A., 77.5%; 36 Berwick St., Orange, N. J. 

Laboratory 

LOEBENBERG, ALFRED, 70.5%: 51 Bainbridge St., Brooklyn. 
BIRNBAUM, SIMON. 77% : 1562 Washington Ave., The Bronx, N. Y. C. 
HOROWITZ, BENTAMIN, 76%; 2 E. 111th St., Manhattan. 
WEINIK. SAMUEL. 82.5%; 332 S. 7th St., Newark, N. T. 
TIETZ, JOHN WINFIELD, 81%: 429 Tohnson Ave., Richmond Hill, L. I. 
TAYSON, ALFRED R.. 80%; 356 Hunterdon St., Newark, N. T. 
RITTER, CHARLES P.. 75% ; 466 E. 25th St.. Brooklvn. 
GROSS. BEATRIX H., 75.5%; 620 W. 179th St., Manhattan. 
TWEEDY, MARY M., 74% ; 930 West End Ave., Manhattan. 

Library 

KATZ, TEROME F., 82.5% : 76 W. 82d St., Manhattan. 

COWING, HERBERT L., 87.5%; 201 Mansfield St., New Haven, Conn. 

BLACK, ELIZABETH L., 79.5%; 1018 Park Place, Brooklyn. 

COWING. AGNES. 82.5%: 52 Garden Place, Brooklyn. 

McKNlGHT, ELIZABETH BELLE, 82.5%: 130 Second Ave., Newark, N. J. 

JENNINGS, LOU LYON, 81.5%; 520 E. 77th St., Manhattan. 

SABIN, DAISY B., 81.5%; 26 Harrison Ave., Glen Falls, N. Y. 

HAMLIN, M. LOUISE, 80%; 150 Putnam Ave., Brooklyn. 

ROBESON, JULIA GOODRICH, 79.5%: 69 Montague St., Brooklyn. 

CHRISTOPHER, KATHARINE M.. 78.5%; 72 W. 124th St., Manhattan. 

WHITE, MABEL GORDON, 76%; 138 W. 111th St., Manhattan. 

MUZZY, ADRIENNE FLORENCE, 75%: 421 W. 121st St., Manhattan. 

KENT, DOROTHY, 73%; 253 Emerson Place, Brooklyn. 

ELDER, VERZA. 72 % : Irvington-on-Hudson, N. Y. 

HARDY, ANNA MARIE, 72%: 158 W. 81st St., Manhattan. 

LIEBMANN. ESTELLE I... 72%; 254 Tefferson Ave., Brooklyn. 

TIEMANN. EDITH WINIFRED, 72% ;' 67 Midwood St., Brooklyn. 

JOHNSTONE, URSULA K., 70%; Binghamton, N. Y. 

Latin 

TONSOR, CHARLES A., 84.25.%; 2316 Andrews Ave., University Heights, N. Y 
STRYKER, RUSSELL F., 82.5%; 129 W. High St., Bound Brook, N. J. 
SANBORNE, G. GATES, 77.5%; 906 Bloomfield St., Hoboken, N. J. 
MANN, JACOB, 70%: 1302 Sixty-seventh St., Brooklyn. 
STAPLETON, CHRISTOPHER R. 

MELLICK, ANNA C, 83.5%; 316 W. 84th St., Manhattan. 
HAZEN, MARTHA M., 77.5%; 74 Central Ave., Hackensack, N. J. 
SCHUTZ, META E., 75.75%; 803 Union St., Brooklvn. 
HAWTHORN, CARRIE; 247 Hawthorne St., Brooklyn. 
SWENSON, MARY E., 81.25%; 5 Elm PI., Flushing, N. Y. 

287 



HIGH SCHOOL DIRECTORY 

PECK, ELIZABETH DU BOIS, 86% ; care Miss D. Mussev, 672 St. Nicholas Ave., Manhattan. 

WENDEL, CARRIE E., 82.25%; 419 Sixteenth St., Brooklyn. 

FULTON, MARY ELIZABETH, 80.5%; 237 Macon St., Brooklyn. 

SMITH, FLORENCE M., 80%; 72 Summit St., Nyack, N. Y. 

MORRIS, MARY ALICE, 79.5%; 205 W. 88th St., Manhattan. 

O'BRIEN, JOSEPHINE G., 78.5%; 211 Jefferson Ave., Brooklyn. 

HUENE, AMELIA HERMINE, 76.5%; 128 Weirfield St., Brooklyn. 

JAGGARD, ALICE GRANGER, 74.75%; 394 McDonough St., Brooklyn. 

BUCKLEY, KATHERINE R., 87.1%; 12 W. 89th St., Manhattan. 

WHITE, EDNA, 78.2% ; 44 Madison St., Jersey City, N. J. 

ROBERTS, MRS. MARY McCABE, 76%; care McCabe, 614 St. Marks Ave., Brooklyn. 

WHITE, HELEN LANGDON, 83%; 373 Commonwealth Ave., Boston, Mass. 

HALE, HARRIET FLORENCE, 78.5%; 487 Halsey St., Brooklyn. 

MILLER, SERENA, 78"%; 112 W. Tulpohocken St., Germantown, Pa. 

HODGES, MILDRED L., 75.5%; 414 W. 120th St., Manhattan. 

COYLE, MOLLY BROOKE T., 73.5%; 457 W. 123d St., Manhattan. 

JAQUES, MARY VOORHEES, 72% ; 44 Morningside Drive, Manhattan. 

Latin — Junior 

SWENSON, MARY E., 81.25%; 5 Elm Place, Flushing, L. I. 
KRAMER, EDNA P., 81%; 47 E. 88th St., Manhattan. 
FULTON, MARY E., 80.5%; 237 Macon St., Brooklyn. 
KIPP. ETHEL M., 80%; 2189 Clarendon Road, Brooklyn. 
SMITH, FLORENCE M., 80%; R. F. D. No. 33, Trumansburg, N. Y. 
MORRIS, MARY A., 79.5%; 205 W. 88th St., Manhattan. 
CLEAVELAND, RUTH H., 79.25%; 220 W. 59th St., Manhattan. 
O'BRIEN, TOSEPHINE G., 78.5%; 247 Marcv Ave., Brooklyn. 
HUENE, AMELIA H., 76.5%: 128 Weirfield St., Brooklyn. 
McCABE, MARY E., 76%; 614 St. Marks Ave., Brooklyn. 
SCHUTZ, META E„ 75.75%; 803 Union St., Brooklyn. 
TAGGARD, ALICE G., 74.75%; 417 Hancock St., Brooklyn. 
"RICHARDSON, ADELAIDE A., 71.75%; 839 Jennings St., Manhattan. 

Machine Shop Practice 

COHEN, HENRY, 72.5%; 1060 Findlay Ave., The Bronx, N. Y. C. 
CADY. HENRY D., 80.5%; Brown University, Providence, R. I. 
BILLINGHAM, FRANK L., 75.1%; 373 Seventh Ave., Brooklyn. 
GAGE, STANLEY A.; Stuyvesant H. S. 

Mathematics 

EDGERTON, EDWARD I., 71.25%; 601 W. 185th St., Manhattan. 
DE GRAFF, FORREST A., 76%; 5937 Carpenter Ave., Philadelphia, Pa. 
McCORMACK, TOSEPH P., 93%; 15 N. Broadway, Tarrvtown, N. Y. 
TABLONOWER, TOSEPH, 79%; 1390 Clinton Ave., The Bronx, N. Y. C. 
GLUGOSKI, ARTHUR, 78.25%; 1246 Woodycrest Ave., The Bronx, N. Y. C. 
GAYLOR. WILLIAM M., 75%; Sag Harbor, N. Y. 
ROBINSON, RORERT, 74%; 239 W. 111th St., Manhattan. 
WEAVER. ROBERT L., 72.75% ; Hasbrouck Heights, N. J. 
GOLDMAN, SAMUEL, 71%; 161 W. 140th St., Manhattan. 
HTRSCH, BLANCHE. 76% ; 944 Park Ave., Manhattan. 
SCALES, EDNA R., 70%; 62 Garrison Ave., Jersey Citv, N. J. 
ROSANOFF. LILLIAN. 88.75%; 364 Alexander Ave., The Bronx, N. Y. C. 
EG AX HANNAH M.. 78.5%; 1848 Mayflower Ave., Westchester, N, Y. 
DUNN, LILLIAN CECELIA, 75.25%; 31 Prospect St., Trenton, N. J. 
HEIDEN, IRMA F., 70%; 118 E. 74th St., Manhattan. 

Mathematics — Junior 
SCALES, EDNA R., 70%; 62 Garrison Ave., Jersey City, N. J. 

Mechanical Drawing 
DRUCKER, MAX., 83.1%; 70 West 118th St., Manhattan. 
STEINERT, TOHN B.. 75.6%; Hastings-on-Hudson, N. Y. 
EATOM, TOSEPH L, 89%; 25 Overlook Terrace, Yonkers, N. Y. 
MTNER, ROBERT L, 79%; 1432 Kemble St., Utica, N. Y. 
BALL, HAROLD H., 73.9%: 20 Jackson St., New Rochelle, N. Y. 
GREEN, TOHN C. 478 W. 159th St., Manhattan. 
GRISWOLD, CLIFFORD B. 
SMITH, SEYMOUR L. 

Mechanical Drawing — Junior 
DRUCKER, MAX, 83.1%; 724 Third Avenue, Manhattan. 
BALL, HAROLD H., 73.9%; 20 Jackson St., New Rochelle, N. Y. 

Music 
WILSON, GEORGE ARTHUR, 84.5%; 144 Garfield Place, Brooklyn. 
VALENTINE, CORNELIUS I., 81.5; 1036 Bloomfield St., Hoboken, N. J. 
REYNOLDS, GERALD, 78.625%; 238 West Fifty-sixth St., Manhattan. 
WHITE, EMORY F., 74.75%; 504 West 131st St., Manhattan. 
DANIELSON, CARL, 74.375%; Glen Ridge, N. J. 

288 






H. S. T. A. BULLETIN 

HOEXTER, HERMANN, 71.5%; 1090 St. Nicholas Ave., Manhattan. 
HART, EDITH L., Brooklyn only; 484 Jamaica Ave., Brooklyn. 
BENNETT, EVA LAWTON, 81.375%; 60 North Ninth St., Newark, N. J. 
GOULD, FRANCES REBA. 77.375%; 858 Jewett Ave., West New Brighton, N. Y. 
CARON, EMMA C, 70%; 204 West Ninety-second St., Manhattan. 

Physical Training 
HASTINGS, EDWIN HAMILTON, 76.75%; 38 Randolph St., Yonkers, N. Y. 
KIRKPATRICK, T. BRUCE, 82.05%; 429 West 117th St., Manhattan. 
GLEICH, MORRIS, 73.25%; 81 Sheriff St., Manhattan. 
LEHRER, ISIDORE D., 77.225%; 1485 St. Marks Ave., Brooklyn. 
CAIRNES, ALEXANDER, 71.05%; 150 Fourth St., Woodside, L. I. 
O'KEEFE, EMILY ALICE, 83.25%; 100 Morningside Drive, Manhattan. 
STREETER, FRANCES A., 80.5%; 73 Willow St., Brooklyn. 
MARKS, E. JEANNETTE, 72.79%; 485 Sixth St., Brooklyn. 
CHALLIS, ANN., 72.625%; Rye Seminary, Rye, N. Y. 
MALONE, MARY AGNES, 74.1%; 448 St. Nicholas Ave., Manhattan. 

Physics 
BAKER, FRANK L., 77%; 9 Lawrence St., Yonkers, N. Y. 
SHELLARD, WARREN P., 73%; 434 Putnam Ave., Brooklyn. 
CAMERON, WALTER S., 95%; 239 W. 136th St., Manhattan. 
GREEN, EDWARD A., 78%; 123 Walnut Ave., Ardmore, Pa. 
SPRAGUE, HAROLD CHRISTOPHER, 77.5%; Little Valley, N. Y. 
THOMAS, GUY R., 74.75%; 334 Irving Ave., Port Chester, N. Y. 
LINDLAR, WILLIAM, 72%; 2725 Albemarle Rd., Brooklyn. 
SURREY, FRANK M. 

STRESSEMAN, ADELE EMILY, 79%; Riverdale, N. Y. 
EDWARDS, SARAH CORNELIA, 77% ; Metuchen, N. J. 

Physics — Junior 
BLUM. ASHER, 70.5%; 544 Fifth St., Manhattan. 
STADIE, WM. C, 72%; 270 Willis Ave., The Bronx, N. Y. C. 

Physiography 
BLUMENKRANZ, ADOLPH, 74%; 802 West 181st St., Manhattan. 
BUCHHOLTZ, LOUIS, 74.75%; 815 Cauldwell Ave., The Bronx, N. Y. C. 
PEACOCK, DANIEL L., 74%; 469 Waverly Ave., Brooklyn. 
BAKER, DANIS LEE, 81%; 65 Howe Ave., Passaic, N. J. 
CLARK, JACOB EARL, 78.5%~; Roslyn, N. Y. 
NELSON, WILLARD B. 

SLEETH, ADDIE A., 76.5%; North Syracuse, N. Y. 

BRYAN, MARY N, 75.25%; Armour Villa Park, Bronxville, N. Y. Care of R. H. Gates. 
FISHER, RUTH BOOTH. 

Physiography — Junior 
HALSEY, GEORGINA, 73%; 58 East 177th St., The Bronx, N. Y. C. 

Placement and Investigation 
ADLER, MILTON M., 78.75%; 593A Macon St., Brooklyn. 
KEIL, MINNIE, 73.5%; 234 West 129th St., Manhattan. 
GITTOE, ETHEL T., 88%; 597 Putnam* Ave., Brooklyn. 

Sewing and Dressmaking 

JOHNSEN, HARRIET M. B., 80.166% W. I.; Hotel Grenoble, 56th St. and Seventh Ave., Manhattan. 

PATRICK, FLORENCE, 79.833%; 50 Edgecombe Ave., Manhattan. 

FELT, CARRIE E., 84.716%; 20 Morningside Ave. E., Manhattan. 

VARONA, BERTHA L., 74.544%; 805 St. Nicholas Ave., Manhattan. 

CLAFFY, KATHARINE, 70.75%; 245 Carroll St., Brooklyn. 

HOBRAN, ROSE A., 382A Clinton St., Brooklyn. 

Spanish 
FLATOW. JACOB. 

MULLINS, KATHLEEN L., 82.5%; 517 West 148th St., Manhattan. 
DETOVA, MARGARITA M., 78.5%; 139 West Eighteenth St., Manhattan. 

Stenography and Typewriting 
FINKLER, ISADORE, 87.75%; 125 Van Buren St., Brooklyn. 
WEISER, SAMUEL, 83.5%; 90 Lewis St., Manhattan. 
GOLD, ELIAS, 75%; 427 Logan St., Brooklyn. 
PRICE, ISAAC, 73.5%; 72 East Ninety-sixth St., Manhattan. 
MURPHY, GEORGE F., 84.75%; 842 East Front St., Plainfield, N. J. 
TACOBS, TOSEPH, 82.75%; 218 Henry St., Manhattan. 
JAFFE. ISIDORE, 78%; 214 Henry St., Manhattan. 
COHEN, LOUIS R., 77.5%; 319 East Thirteenth St., Manhattan. 
DUNBAR, JOHN G., 75%; 195 Halsey St., Brooklyn. 
GREENLICK, LOUIS, 73.5%; 251 West 129th St., Manhattan. 
McKENNA, CHARLES J., 73%; 10 Regent Place, Brooklyn. 
NEUWIRTH, ISADOR, 79.75%; 568 Bedford Ave., Brooklyn. 
BUNNING, EDWARD, 73.75%; 1363 Clay Ave., The Bronx, N. Y. C, 
STRUMPF, HAROLD, 84.75%; 979 East 163d St., The Bronx, N. Y. C. 

289 



HIGH SCHOOL DIRECTORY 

GERMAN, AARON, 81.5%; 974 Union Ave., The Bronx, N. Y. C. 

ARNSTEIN, SIDNEY, 80.75%; 941 Intervale Ave., The Bronx, N. Y. C. 

WALSH, JOHN V., 80.25%; 2930 Haskin St., Westchester, The Bronx, N. Y. C. 

BROWNE, BYRON T., 80%; 518 Greenwood Ave., Richmond Hill, L. I. 

LUDWIG, AUGUSTUS, 80%; 528 West 139th St., Manhattan. 

BRODY, ALEXANDER, 78.5%; 61 West 115th St., Manhattan. 

BERNSTEIN, DAVID R., 78%; 63 East 117th St., Manhattan. 

AROND, MICHAEL, 77.75%; 233 East Tenth St., Manhattan. 

CONN, CHARLES, 77.75%; 814 East 163d St., The Bronx, N. Y. C. 

DONOVAN, BERNARD J., 76% ; 325 Jay St., Brooklvn. 

FLANAGAN, WILLIAM E., 76%; 179 Marcy Ave., B'rooklyn. 

KAPLAN, ABRAHAM El, 74.75%; 1486 Fifth Avenue., Manhattan. 

GORDON, MASTEN, 74%; 855 Hunts Point Ave., The Bronx, N. Y. C. 

SEROTA, RUTH, 75.5%; 142 West 111th St., Manhattan. 

AKE, VIRGINIA A., 74.5%; 210 Walnut St., Jenkintown, Pa. 

RICE, MABEL E., 73.5%; 69 West Eleventh St., Manhattan. 

SHAPIRO, MRS. SARAH M. ; 73%; 539 West 156th St., Manhattan. 

READ, MARY E., 70.25%; 9 Adams St., Mt. Vernon, N. Y. 

DUFFY, KATHARINE, 72%; 211 West 121st St., Manhattan. 

CLEMENT, FANNIE M., 84%; 141 Buckman St., Everett, Mass. 

FINK, ANNA H., 83%; 522 Grand St., Brooklyn. 

STEINECKE, JEANETTE A., 77.75%; 55A Lynch St., Brooklyn. 

DEMPSEY, JOSEPHINE A., 77% ; 467 Fifty-fifth St., Brooklyn. 

SCHENONE, ADELAIDE L., 77%; 1921 Howard St., Brooklyn. 

CARYL, ETHEL E., 74.5%; 96 Highland St.. Brockton, Mass. 

MARTIN, AMY N., 72.25%; 358 Seventy-third St., Brooklyn. 

Stenography and Typewriting — Junior 
WEISER, SAMUEL, 79.5%; 90 Leewis St., Manhattan. 
CANNOLD, LESTER, 76%; 25 East 112th St., Manhattan. 
GOLD, ELIAS, 75%; 60 West 119th St., Manhattan. 

BUNNING, EDWARD, 73.75%; 1363 Clay Ave., The Bronx, N. Y. C. 
McKENNA, CHARLES J., 73%; 209 Nassau St., Brooklyn. 
DUFFY, KATHARINE, 72%; 211 West 121st St., Manhattan. 

Woodturning and Pattern Making 
CARBONE, MARIO G., 70.5%; 103 West Fifty-sixth St., Manhattan. 






290 



LIST OF HIGH SCHOOL SUBSTITUTES, AS OF MAY 15, 1914 

Biology 

ACHENBACH, HELEN M., 396 Prospect St., Ridgewood, N. J. Tel. 526-M Ridgewood. 

BARRETT, ALICE, 600 West 163d St., Manhattan. 

BTNKLEY, GRACE A., 310 W. 129th St., Manhattan. 

BRINE, BLANCHE, 98 W. 183d St., The Bronx, N. Y. C. Tel. 2398-R Tremont. 

BRUGGEMAN, JOSEPHINE, 217 W. 68th St., Manhattan. Tel. 10249 Columbus. 

COMMISKEY, GRACE, 189 Sixth Ave., Brooklyn. Tel. 3760 Prospect. 

DAVENPORT, MARJORY, Boston Road. N. Y. C. 

FITZPATRICK, ELIZABETH T., 919 Ogden Ave., The Bronx, N. Y. C. Tel. 476 Melrose. 

FRANK, JEANNETTE, 533 W. 156th St., Manhattan. 

GOLDIN, FANNIE, 47 Norfolk St. 

GRAHAM, MARGARET, Westchester, N. Y. C. 

HALBERT, LOUISE, 204 E. 53d St., Manhattan. Tel. 1986 Plaza. 

HARRIS, MABEL, 1157 E. 33d St., Flatbush, Brooklyn. 

JUD, F. C, 119 Franklin St., Tersey City, N. J. Tel. 4228 Jersey City. 

LINKER, ANNA, 1943 Atlantic Ave., Brooklyn. 

MARTIN, FLORENCE T., 1089 E. 18th St., Brooklyn. 

O'CONNELL, EUGENIE, 354 E. 79th St., Manhattan. Tel. 2155 Lenox. 

SCUDDER, SARA A., Huntington, L. I. Tel. 123-M Huntington. 

SOLOMON, MATILDA L., 96 E. Seventh St. 

Chemistry 

ABELSON, JOSEPH, 1551 Hoe Ave., The Bronx, N. Y. C. Tel. 5757 Tremont. 

BRODOSKI, ALEXANDER, 2117 Dean St., Brooklyn. 

GINSBERG, INNAR, 1052 Findlay Ave. 

LOUGHRAN, VINCENT, 155 Second Ave., Long Island City. Tel. 1082-W Astoria. 

LOWY, ALEXANDER, 1457 Bryant Ave., The Bronx, N. Y. C. Tel. 1854 Tremont. 

MUNGER, VAN VECHTEN, 605 W. 142d St., Manhattan. 

NEHB. FREDERICK, 506 E. 162d St., Manhattan. 

SALPETER, ARNOLD S., 9T6 DeKalb Ave., Brooklyn. 

WEIRICH, CLARENCE L., 11 E, 127th St., Manhattan. 

WINSLOW, WILLIAM, 614 W. 113th St., Manhattan. 

Clerical Assistant 

CROWLEY, ISABEL A., 71 E. 87th St. 

ELIKANN, ADELE, 791 Jackson Ave. 

FINK, ANNA H., 522 Grand St., Brooklyn. Tel. 3664 Stagg. 

GARINAN, SUSAN, 128 W. 117th St. 

GRIFFIN, MARTORIE, Indian Orchard, Mass. 

LAZARUS, ARTHUR, 293 Knickerbocker Ave., Brooklyn. 

MASON, EMMA R., 624 Hancock St., Brooklyn. 

MAYER, SABRINA, 71 Clark Ave., Far Rockaway. Tel. 250 Far Rockaway. 

SHERMAN, IDA, Monticello, N. Y. 

SHIPLEY, JOSEPH T., 508 W. 162d St. Tel. 3484 Audubon. 

SMITH, MARY C, 366 Macon St., Brooklyn. 

TANZER, EDITH P., care Cohman, 2626 Broadway. Tel. 2590 Riverside. 

WEINBERGER, GEORGE, 377 Vernon Ave., Brooklyn. 

Commercial Branches 

ADLER, SAMUEL, 1022 Hopkinson Ave., Brooklyn. 

BERALL, LOUIS J., 278 W. 130th St. Tel. 8576 Morningside. 

BETWEY, ARTHUR A., 477 Miller Ave., Brooklyn. 

CIVIC, MAXWELL, 21 W. 115th St. 

GREEN, HARRY Y., Bartertown, N, J. 

LOOMIS, TAMES D., 22 Barnet St., Newark, N. J. 

MILLER, HERMAN, 1369 Intervale Ave., The Bronx, N. Y. C. 

PALLEY, DAVID M., 1412 Pitkin Ave., Brooklyn. 

PYNE, JOHN, 220 Broadway, Manhattan. Tel. 3845 Cortland. 

SCHAPIRO, JACOB, 40 Wyckoff St., Brooklvn. 

SEGAL, LOUIS, 648 Broadway. 

SILVERMAN. ARTHUR, 1 Goerck St. 

TEADORE, HERMAN, 22 E. 106th St. 

WALDMAN, LOUIS, 850 E. 156th St. 

ZATZ, MORRIS S., 139 E. 16th St. Tel. 2644 Stuyvesant. 

291 



HIGH SCHOOL DIRECTORY 

Cooking 

BIVINGSEN, EMILY C, 523 W. 121st St. 

BURKE, ANNIE, 9208 Hough Ave., Cleveland, Ohio. 

FOOTE, ALICE B., 328 Sixth Ave. 

HARDING, KATHERINE A., 1298 Dean St., Brooklyn. 

O'DRISCOLL, FRANCES M., 489 Jefferson Ave., Brooklyn. 

SCHOENFELD, ALVINA, 438 E. 83d St. Tel. 5427 Lenox. 

WHITNEY, JENNIE, 401 Washington Ave. 

Costume Designing 

GORMLEY, ANNA F., 436 W. 20th St. Tel. 8253 Chelsea. 

Drawing 

BARKER, FLORENCE P., 516 Manhattan Ave. 

BUCK, FREDERICK C, 115 E. 19th St. 

FRERICHS, ALMA T., 408 W. 150th St. 

FUESLEIN, LEONIE A., 888 E. 176th St. Tel. 3260 Tremont. 

GARDNER, GERTRUDE A., 474 Washington Ave., Brooklyn. 

LOEB, MITCHELL, 493 Alabama Ave. 

McDONALD, HELEN R., 309 Dyckman St. 

McDONALD, HELEN R., 209 Dyckman St. 

SAX, CAROL M., 407 Central Park West. 

SLACK, HELEN L., 143 E. 53d St. 

SMITH, VIOLET E., 1034 Lincoln PL, Brooklyn. 

STEVENS, MRS. SALLY F., 109 St. James PI., Brooklyn. 

THORBURNART, LUCRETIA, 1744 Broadway. 

WHITNEY, CLARA G., 3604 Broadwav. 

WINNARD, LEONOR E., Beverly Apt., Tompkins Ave., West New Brighton. 

Elocution 

MAXWELL, ROSE, 301 Sterling PI., Brooklyn. Tel. 6277 Prospect. 
PRYOR, SARA S., 505 W. 124th St. 

English 

ALEXANDER, COLVIL, 545 W. 156th St. 

ARKWRIGHT, GEORGE A., 411 Halsev St., Brooklyn. 

BALKAM, LEONORA A., 883 Jennings St., The Bronx, N. Y. C. 

BERNSTEIN, BENJAMIN, 162 East Broadway. 

BOHN, FRANK, 106 Northern Ave. 

BRADY, HELEN E., 58 Clifton PI., Brooklyn. Tel. 3648-W Prospect. 

BRAND, ANNA R., 2567 Decatur Ave., The Bronx, N. Y. C. Tel. 2161 Tremont. 

BURROWS, HELEN J., 82 W. 105th St. 

COOKE, DOROTHY, 208 Oak St., Richmond Hill. 

CRANDELL, HELEN H., 515 W. 122d St. Tel. 5540 Morningside. 

CUSACK, GERTRUDE C, 611 Putnam Ave., Brooklyn. 

DANHEISER. RUTH V., 63 W. 106th St. Tel. 2569 Riverside. 

DEACON, EDITH M., 502 W. 143d St. 

DONOHUE, TOHN J., 270 Alexander Ave., The Bronx, N. Y. C. 

DARE, EDWARD S., 301 E. 63d St. 

DOUGINE, GENEVIEVE, 2261 Loring PI., The Bronx, N. Y. C. 

DOWLER, VESTA M., 160 St. John's PI., Brooklyn. Tel. 7771 -J Prospect. 

EMRICK, ANNA L., Ulster St., Hollis, L. I. Tel. 6319-J Hollis. 

EVANS, JEAN O., 169 Macon St., Brooklyn. Tel. 4743 Bedford. 

FEIGENBAUM, ESTELLE A., 174 Woodruff Ave., Brooklvn. Tel. 9277-M Flatbush. 

FRISBIE, ALICE N., 1101 Lincoln PL, Brooklyn. Tel. 6951-J Bedford. 

GOLDBERG, IDA C, 916 Southern Boulevard, The Bronx, N. Y. C. 

GOLLOMB, LOUIS C, 18 E. 108th St. Tel. 5800 Tremont, Ext. 13. 

GRAY, KATHLEEN, 48 W. 167th St. Tel. 7875-W Melrose. 

GUNNISON, ADELAIDE F., 77 Wilson St., Brooklyn. 

HAMBURGER, NANNETTE F., 445 W. 153d St. Tel. 6360 Audubon. 

HASBERG, GLADYS, 99 Claremont Ave. 

HAYS, BESSIE R., 276 Riverside Drive. Tel. 1448 Riverside. 

HEILBRUNN, STELLA, 848 Park PL, Brooklyn. Tel. 3137-W Bedford. 

HESSEY, RUTH, 15 Shepherd Ave., Brooklyn. 

HTCKOX, ELINORA C, 519 W. 121st St. Tel. 8790 Morningside. 

HORWITZ, BENJAMIN, 446 E. 79th St. 

JEWELL, MARTORIE, 126 Willoughby Ave., Brooklyn. Tel. 6069 Prospect. 

KEARSING, EDWIN I., 349 E. 22d St., Brooklyn. Tel. 4812-W Flatbush. 

KEMLO, ELIZABETH, 315 Macon St., Brooklyn. 

KINNEY, EDITH, 152 E. 22d St. Tel. 1440 Gramercy. 

LONDON, IRENE, 564 Riverside Drive. Tel. 8050 Morningside. 

LONG, DORIS, 42 Lenox Road. 

LOUIS. EVANGELINE I., 1381 Washington Ave., The Bronx, N. Y. C. 

LYNCH, THOMAS F., 286 Windsor PL, Brooklvn. 

McCORMACK, MADELEINE, 864 Prospect PL, Brooklyn. Tel. 1023-M Bedford. 

McGINN, CATHERINE A., 220 Seventy-ninth St., Bay Ridge. 

McKEE, JOSEPH V., 890 E. 176th St. Tel. 4786-W "Tremont. 

MACDONALD, JAMES, Hotel Ennis, 42d St. 

292 



H. S. T. A. BULLETIN 

MacFARLAND, HAZEL M., 289 Clermont Ave., Brooklyn. Tel. 5969-W Prospect. 

MARKS, WM. B., 1114 Ward St., Richmond Hill. Tel. 1348-W Richmond Hill. 

MARTIN, SHIRLEY L., 361 E. 25th St., Flatbush. 

MOORE, WILMOT H., 216 Richmond Terrace, New Brighton. 

MORRILL, GEORGIANA, 253 W. 42d St. Tel. 3195 Bryant. 

MUSGRAVE, EDITH, 122 E. 66th St. Tel. 1064 Plaza. 

MYERS, ALFRED S., 309 W. 70th St. 

NELSON, HAZEL W., 474 Halsey St., Brooklyn. Tel. 5309-W Bedford. 

NOBIS, AGNES, 251 W. 101st St. 

O'BRIEN. EUGENIE M., 162 Hewes St., Brooklyn. 

OTTEN, EDNA M., 34 Tefferson Ave., Brooklyn. Tel. 3300 Prospect. 

PAXTON, SHELBY, 429 Convent Ave. Tel. 4236 Audubon. 

PEARSE, WILLIAM, 41 Lefferts Ave., Richmond Hill. Tel. 2681 Richmond Hill. 

PEASE, ROYAL S., 549 Second Ave., Long Island City. 

PISTNER, BERNARD, 189 Rodnev St., Brooklvn. Tel. 3236-W Williamsburgh. 

PITTS, MAUDE L., 94 S. Oxford 'St., Brooklyn. 

POLLEY, BRITTON, 1163 Washineton Ave., The Bronx, N. Y. C. Tel. 1971 Melrose. 

POPPER. HILDA L., 260 W. 93d St. 

POWERS, FLORENCE M., 56 Macon St., Brooklyn. 

RILEY, FLORENCE M., 164 E. 89th St. 

RITT, HAROLD L., 253 Liberty Ave., Brooklyn. 

ROONEY, FRANK L, 33 W. 61st St. 

ROWAN, TOSEPH T., 461 W. 164th St. 

RUEL, GRACE M., 1818 Clinton Ave., The Bronx, N. Y. C. Tel. 143-M Tremont. 

RINGON, HELEN D., 420 W. 146th St. 

SABBATINO, PETER L. F., 339 E. 12th St. 

SANDBERG, BERTHA, 122 E. 107th St. 

SEALY, ALICE, Hempstead Ave., Lynbrook, L. I. Tel. 894-R Lynbrook. 

SEGUINE, EDITH C, Rosebank, S. I. 

SHANNON, LEONORE R., 324 W. 71st St. 

SHAUGHNESSY, IRENE, 64 Bradford St., Brooklvn. Tel. 958 East New York. 

SHIPLEY, TOSEPH T., 508 W. 162d St. Tel. 3484 Audubon. 

SLOANE, MARTHA G., 469 Pacific St., Brooklyn. 

SOLIS, CAROLINE, 307 W. 77th St. Tel. 8862 Schuyler. 

SPEAR. DOROTHY A., 850 Tinton Ave. 

STITES, KATHERINE F., 1256 Fiftv-sixth St.. Brooklyn. 

SUTPHIN, CAROLINE M., 268 Hillside Ave., Jamaica. 

THACKRAY, ETHEL M., 272 Hancock St., Brooklyn. 

TWEEDY, MARY M., 371 W. 120th St. 

WARNER. MARGARET B., 218 Hancock St., Brooklyn. 

WECHSLER, PHILIP, 460 Grand St. 

WILLIAMS. MAY, 716 Hamilton Ave., Richmond Hill. 

WILLIAMSON, GEORGE F., Columbia University. 

Forge Work 

PASTERNAK, JESSE, 303 President St., Brooklyn. Tel. 1186 Hamilton. 

Freehand Drawing 

BEHAR, ELY M., 523 W. 151st St., Tels. 2813 Audubon; 4762 Beekman. 

DAVIS. EDWIN A.. 46 Monmouth St., Red Bank, N. T. 

EVANS. GEORGE, 909 Bedford Ave., Brooklvn. 

KEAN, JOHN A., TR., 1565 E. 28th St., Brooklyn. 

MAY. LOTTIE, 110 Morningside Drive. Tel. 984 Morningside. 

MEYER. META D., 40 Ellis PI., Ossining, N. Y. 

WAY, LAURA R., 49 W. 9th St. 

French 

ABRAMOVITZ, PHILIP. 35 Allen St. 

CLARKE, TAMES B., 758 Monroe St., Brooklyn. 

COLLA, CT ARA, 3603 Broadway. Manhattan. Tel. 4266 Audubon. 

CROSS. EPHRAIM. 227 Alexander Ave., The Bronx, N. Y. C. Tel. 197 Melrose. 

DONOVAN, HELEN C, 501 Park PI., Brooklyn. 

LAMBERT, PAULA C, 621 W. 135th St., Manhattan. Tel. 4538 Morningside, Apt. 14. 

LIVINGSTON. ANNTE L. M., 317 W. 119th St., Manhattan. Tel. 5642 Morningside. 

NATELSON, REBEKAH, 1451 Forty-sixth St., Brooklyn. 

REISS, TOSEPH, 18 E. 106th St. 

ROSENBERG, TOSEPH, 814 E. 163d St. 

SHAPIRO. TULIA, 182 West End Ave. 

SPILLER, SUSAN M., 2185 Broadway, Manhattan. 

TROSTEN, SOPHIE, 304 E. 8th St. 

UNTI. IRMA, 78 W. 11th St. 

ZWERBEL, ABRAHAM D., 11 Ridge St. 

ARONSON. META J., 1875 Madison Ave. 

BARON, LUCILLE, 2098 Vvse Ave., The Bronx, N. Y. C. Tel. 4891 Tremont. 
BLENDERMAN, HELEN R., 815 W. 179th St., Tel. 6510 Audubon. 
BLUMGARTEN, SARA L., 1114 Madison Ave. 

BOSE, HENRY P., 909 Greene Ave., Brooklyn. Tel. 2791 Williamsburgh. 

293 



HIGH SCHOOL DIRECTORY 

BOYNTON, MARY L., 466 E. 18th St., Flatbush. Tel. 2281-M Flatbush. 

BRUNING, EMILIE E. M., 317 Seventy-third St., Brooklyn. Tel. 1925 Bay Ridge. 

CHADWICK, DAVID, 332 Osborn St., Brooklyn. 

FIEBIG, ANNA F., 313 E. 57th St. 

GENUNG, MARY L., 325 Chemung St., Waverly, N. Y. . 

GOLDSTEIN, REBECCA, 54 E. 108th St. Tel. 6749 Harlem. 

GOTTLIEB, SARAH, 210 W. 79th St. Tel. 5033 Schuyler. 

HAMBURGER, JOHANNA W., 53 W. 126th St., care of Taylor. Tel. 3464 Harlem. 

HERSHKOWITZ, HARRY, 201 Avenue B. Tel. 630 Orchard. 

HUBERTY, MARY. A., 43 Linden St., Brooklyn. Tel. 5084 Bushwick 

KESSLER, HARRY, 247 Second St. 

KOLK, LAURA A., 184 Hancock St., Brooklyn. 

KUHNERT, HERBERT, George Tr. Republic, Freeville, N. Y. 

KUTNER, MARGARET, 714 W. 180th St. 

LANE, FRANZ, 416 W. 118th St. 

LAVINE, SARA L., 350 W. 118th St. 

LAW, MARION F., 700 W. 178th St. 

LINDNER, CLARA A., 527 y 2 Sixth Ave., Brooklyn. 

LINGG, SOPHIE C, 303 St. Poul's Ave., Tompkinsville, S. I. Tel. 286-R Tompkinsville. 

MAHLER, ANNA B., 1970 Hughes Ave., The Bronx, N. Y. C. 

MANKWURCZ, FRANK, 2785 Third Ave. 

MASCHMEDT. MARIE R., 72 Hanover St., Elmhurst, L. I. Tel. 706-M Newtown. 

NEWMARK, SOPHIA, 951 Sherman Ave. 

NOSCHKES, ADOLPH, 420 Grand St. Tel. 6299 Orchard. 

REINER, MRS. ANNA M., 1137 Park PI., Brooklyn. Tel. 527-M Bedford. 

ROBINSON, CHARLES W., 200 W. 70th St. 

SAUL, GERTRUDE E, 429 Ninth Ave., Long Island City. 

SCHLESINGER, ETHEL, 275 Central Park West. 

SCHMIDT, META, 176 W. 87th St. 

SCHOENFELDT, EUGENIA, 346 E. 20th St. 

SCHACHT, HENRY, 71 St. Marks PI., Manhattan. 

SMITH, AUGUSTUS D., 148 Henry St. 

TOEPLITZ, TEAN, 275 Central Park West. 

VON DOENflOFF. DOROTHEA, Cedar St., Elmhurst, L. I. 

VON FEST, MELAINE, 41 Burger Ave., W. Brighton. Tel. 647 W. Brighton. 

WAGNER, JULIA A., 243 E. 68th St. Tel. 6930 Plaza. 

WEYMANN, LINDA C, 148 E. 16th St. 

WILLIAMS, ROSE. 2089 Pacific St., Brooklyn. 

WUNDERLICH, ELSA P., Philipse Manor, Tarrytown. Tel. 331 Tarrytown. 

ZAIS^HER, MATILDA, 506 W. 168th St. 

ZEITLIN, IDA A., 1346 Lyman PL, The Bronx, N. Y. C. Tel. 2646 Tremont. 

W>°* A. 

History. 

ABELOW. SAMUEL P., 367 Clifton PI., Brooklyn. 

ARTHE. ETHEL K, 175 Ouincy St., Brooklvn. Tel. Decatur 1261-T. 
BETSCH, GERTRUDE E., 11 Second St., Brooklyn. 
BIRBER, ISADORE, 820 E. 14th St., Flatbush. 

BREWSTER, ADELAIDE, 442 Putnam Ave., Brooklyn. Tel. 6845-W Bedford. 
CONOVITZ, MICHAEL, 35 Morrell St., Brooklyn. 

CONROY, MARY S., 26 Townsend Ave., Stapleton. Tel. 1648-W Tompkinsville. 
DESHEL, MORRIS C, 646 E. 183d St., Manhattan. 

DONEGAN, SARAH C, 5 Henderson PI., Manhattan. Tel. 7710 Lenox. 
DORNEY, HELEN R., 18 E. 80tfi St., Manhattan. 
DRESSNER. ROBERT H, 763 Tinton Ave., The Bronx, N. Y. C. 
FEELEY, VERA E., 586 City Island Ave., City Island. 
FLEMING, EDITH L, 544 W. 157th St., Manhattan. 
FRACKMAN, MARK, 1339 Fortv-fifth St., Brooklyn. 
FRAENDT, ANTONIA H., 522 E. 86th St., Manhattan. 

FRANKLIN. MARTORY L., 39 Claremont Ave.. Manhattan. Tel. 6480 Morningside, Apt. 82. 
GIDEN, ABRAHAM, 89 Pitt St., Manhattan. Tel. 1510 Orchard. 
GILBERT, GRACE R., 209 Clinton St., Brooklyn. 
GITTLESON, WILLIAM, 14 E. 113th St., Manhattan. 
GOLDBLOOM, SIMON, 672 E. 21st St., Brooklvn. 
HALL, MARY A., 4 De Windt St., Fishkill-on-the-Hudson. 
HENNELLY, MARY F., 47 St. Marks PL, Brooklyn. 
HOLLIS, IDA M., 320 W. 115th St., Manhattan. 
HYMAN, TOSEPH C, 1552 Hoe Ave., The Bronx, N. Y. C. 
TESSER, EDWARD A., Central Ave., Richmond Hill. 
JESSER, FLORENCE M., Central Ave., Richmond Hill. 
TONES, FLORENCE I., 676 Delamere PL, Brooklyn. 
"KAPLAN, MICHAEL, 1708 Pitkin Ave., Brooklyn. 

KAPLAN, PETER G., 119 E. 104th St., Manhattan. Tel. 5779 Harlem. 
McGIVNEY, MABEL, 789 West End Ave., Manhattan. 
McGUIRE, MARGUERITE E., 162 Himrod St., Brooklyn. 
MARKEY, FRANCES, 436 E. 140th St., Manhattan. 
MERRILL, ESTELLE W., 1?1 Steuben St., Brooklyn. 

MONROE, ELIZABETH J., 144 W. 104th St., Manhattan. Tel. 291 Riverside. 
MURPHY, MARIE E., 817 Tenth Ave., Manhattan. 
NACHEMOR, MORRIS, 1764 Hoe Ave., The Bronx, N. Y. C. 
PALLEY, DAVID M„ 1412 Pitkin Ave., Brooklyn. 

RAUTH, LILLIAN, 695 Lafayette Ave., Brooklyn. Tel. 965 Bedford. 
REESE, CLARE H., 478 W. 145th St., Manhattan. Tel. 793 Audubon. 

294 



H S. T. A. BULLETIN 

RILEY, EUGENE B., 466 Humboldt St., Brooklyn. 

SALZMAN, ANNA B., 5403 Fifteenth Ave., Brooklyn. 

SAMUELS, FLORENCE, 688 Putnam Ave., Brooklyn. 

SAYLER, FLORENCE E., 544 Second St., Brooklyn. 

SHEINHOUSE, HERMAN, 1004 Trinity Ave., Melrose 3544-M. 

SIMMONS, GLADYS C, 676 Tenth St., Brooklyn. 

SMALLHOUSER, 259 Hart St., Brooklyn. 

SMITH, DONALD, 1161 Amsterdam Ave., Manhattan. 

STEINMETZ, WILLIAM, 1111 Portland Ave., Woodhaven. Tel. 1757-W Richmond Hill. 

TRACY, HELEN L., 431 Fifty-fourth St., Brooklyn. 

WHALEN, EDWIN A., 1219 Taylor Ave., Manhattan. 

WHALEN, FRANK D., 223 W. 105th St., Manhattan. Tel. 9061 Riverside. 

Italian 
TOGLIA, VETO G., 456 Main St., New Rochelle, N. Y. 

Laboratory 
Laboratory Assistant 

DODD HELEN W., 1465 Avenue A. 

VALENTINE, MAYFORTH, 856 Bushwick Ave., Brooklyn. 

Latin 

ARNOLD, EDITH S., 331 Greene Ave., Brooklyn. Tel. 2597 Prospect. 

BELL, ANNA, 92 Elizabeth St., W. Brighton. Tel. 32 W. Brighton. 

BRENNER, CHARLOTTE, 34 Woodbine St., Brooklyn. Tel. 2317-W Bushwick. 

BRILEY, ELSIE N., 1893 Pacific St., Brooklyn. Tel. 415-R East New York. 

CHILD, ANDREW M., JR., 906 Summit Ave., The Bronx, N. Y. C. 

DEMPSEY, JOSEPHINE A., 467 Fifty-fifth St., Brooklyn. Tel. 5126-W Sunset. 

EPSTEIN, BERNARD, 853 Beck St., The Bronx, N. Y. C. Tel. 9110 Melrose. 

FALK, HANNAH C, 304 W. 99th St. 

FAY, HARRISON A., 601 W. 164th St. 

FOX, ETTA B., 581 W. 161st St. Tel. 2026 Cortland. 

FRAME, RACHEL M., 27 S. Thirteenth Ave., Mt. Vernon, N. Y. 

FRISCH, JANET R., 144 Schenectady Ave., Brooklyn. 

FRUENBERG, BENJAMIN, 6 E. 118th St. 

GALLIS, MARGARET M., 309 N. Mountain Ave., Montclair, N. J. Tel. 314-M Montclair. 

GERSTEIN, ROSE, 468 Monroe St., Brooklyn. 

GRAF, BERTHA, 850 Union St., Brooklyn. Tel. 1090 Prospect. 

HENDERSON, MARY, 1867 Seventh Ave. Tel. 3223 Morningside. 

HILLMAN, MARTORIE, 5 Delaware PI., Flushing, L. I. Tel. 1355-W Flushing. 

HINES, JAMES D., 75 Seventh Ave. 

HODGES, MILDRED L., Laureate Hall, 119th St. and Amsterdam Ave., Manhattan. 

KEENAN, IRENE, 70 Third PL, Brooklyn. 

KLEIN, SYDNEY, 163 South Ninth St., Brooklyn. Tel. 2324-J Williamsburgh. 

LAX, HERMAN, 71 Avenue D. 

LEVY, JOSEPH, 408 Douglas St., Brooklyn. Tel. 583-J Prospect. 

LIND, TACOB J., 45 Floyd St., Brooklyn. 

McGUFFEY, ALICE, St. James Rectory, Elmhurst, L. I. 

McKENZIE, ISABEL, 67 Lenox Ave., East Orange, N. J. 

McMAHON, MARY J., 201 W. 112th St. 

MAHER, ADELAIDE E., 72 E. 121st St. 

MANN, JACOB, 1302 Sixty-seventh St., Brooklyn. 

MORRIS, GERTRUDE E, 396 E. 171st St. Tel. 5580 Tremont. 

O'FARRELL, ELIZABETH, 139 W. 36th St. 

ORLINSKY, TOSEPH B., 7 W. 111th St. 

OSTERBERG; RUTH, 270 W. 118th St. 

PAPE, CHARLES, TR., 811 Ocean Parkway, Brooklyn. Tel. 2332-J Flatbush. 

RICHARDSON, MARGARET, 18 Guion St., New Rochelle, N. Y. 

SANBORN, MILDRED E., 1477 Lexington Ave. 

SCHUSTER, MATILDA, 1326 Webster Ave., The Bronx, N. Y. C. 

SEYMOUR, IDA T., 440 E. 57th St. Tel. 5361 Plaza. 

TOBIN, LAURETTA M., 108 W. 126th St. Tel. 4983 Morningside. 

TOWLE, TAMES A., 13 Avalon Ave., Jamaica, L. I. Tel. 284-M or J Jamaica. 

UPSON, KATHRYN L, 2287 University Ave., Fordham. Tel. 6007 Tremont. 

VENTRES, ADELAIDE B., 424 W. 119th St. Tel. 3350 Morningside. 

WEBER, GRACE M., 659 Eightieth St., Brooklyn. 

YOUNG, ANNE W., 8807 Seventeenth Ave., Bath Beach. 

Latin and Stenography 

SINOPOLI, EMILIA F., 3089 Broadway. Tel. 1338 Morningside. 

Library Assistant 

BEHAR, ELY M., 523 W. 151st St. Tels. 2813 Audubon; 4762 Beekman. 

JOSEPH, NANNINE V., 514 W. 122d St. Tel. 3632 Morningside. 

KNIGHT, MARION A., 79 Beaver Hill Ave., Lynn, Mass. 

O'DONNELL. MARJORIE, 2870 Briggs Ave., Bedford Park. 

STAGER, FREYA, 101 E. 78th St. 

W1LMOT, HARRIET E., 391 Dean St., Brooklyn. 

295 



HIGH SCHOOL DIRECTORY 

Machine Shop 

DUSTIN, HAROLD M., 1062 Fifty-second St., Brooklyn. 

Mathematics 

BARON, TACOB, 859 Kelly St., The Bronx, N. Y. C. Tel. 1926 Melrose. 

BINGHAM, NELLIE H., 432 Fourth St., Brooklyn. Tel. 3315 South. 

BOMAN, JOHN S., 1113 Lexington Ave. Tel. 7398 Lenox. 

BUECHNER, ELSIE E., Ozone Park (Rockaway Rd.). 

BURNE, ELEANOR, Pine St., Douglaston, N. Y. Tel. 2653 Bayside. 

COLVILLE, ELISE H., 102 York Ave., New Brighton. 

CRESPT, ALBERT A. R, 346 Rutland Rd., Brooklyn. Tel. 1143-M Flatbush. 

DENHAM, SIDONIE B., 184 S. Oxford St., Brooklyn. 

DOWNS, JOSEPHINE A., 414 Pacific St., Brooklyn. Tel. 3582 Main. 

EASTON, EDWARD R., 437 W. 57th St. 

EHRLICH, SARA E., 2776 Eighth Ave. 

ELDER, MAUREEN, 18 Pierpont St., Brooklyn. 

FIEBIG, EMMA, 313 E. 57th St. 

FRIEND, ETTA V., 62 W. 124th St. 

GARRETSON, KATE, 73 W. 124th St. 

GLASER, HENRY, Dunellen, N. J. 

GOLDSTEIN, SAMUEL, 155 W. 65th St. 

GRUNERT, RUBERTA, 2409 Richmond Rd., New Dorp, S. I. 

HAMBURGER, MILDRED V., 445 W. 153d St. 

HULNEWINCKEL, ROBERT, 437 Macon St., Brooklyn. 

TOHNSON, MARGERETE, 168 Hancock St., Brooklyn. Tel. 3351-M Bedford. 

KENNY, JOSEPHINE, 430 Jefferson Ave., Brooklyn. 

KNOX, MARGUERITE, 243 Washington St. 

LA VINE, ROSE, 352 W. 117th St. 

LESKOWITZ, ALBERT, 370 Marcy Ave., Brooklyn. 

MAMELOK, LOUIS, 220 East Broadway. Tels. 2981 and 6172 Orchard. 

MASLEN, EDYTHE W., 2312 University Ave., The Bronx, N. Y. C. Tel. 4425 Tremont. 

MORRIS, EDITH M., 396 E. 171st St. 

MOSES, SOPHIA, 228 Westchester Ave., Mt. Vernon. 

NEU, BLANCHE, 226 E. 71st St. 

O'BRIEN, WILLIAM J., 36 Wellington Court, Brooklyn. 

PAUL, MABEL L., 1346 Teller Ave. 

PERO, SALLIE E., 30 Convent Ave. Tel. 6680 Morningside. 

ROSENTHAL, JULIUS M., 1855 Park PI., Brooklyn. 

ROWELL, GEORGIA E., 523 Fifty-fourth St., Brooklyn. 

SELIGMAN, NATHAN, 100 Avenue C. 

SEVESO, ANGELINA, 43 Tillary St., Brooklyn. Tel. 3837-W Main. 

SIMONS, MARION L., 231 William St., Port Chester, N. Y. 

WARSCHAUER, JOSEPHINE, 166 E. 67th St. 

WEINER. MEYER, 413 New Tersey Ave., Brooklyn. 

WOOD, JAMES M., JR., 162 * Cleveland St., Brooklyn. 

YEAN, RUA L., Bay View Ave., New Rochelle, N. Y. 

Millinery 

FARRELL, FRANCES J., 346 Clifton PI., Brooklyn. 

HALL, LEILA F., 937 Greene Ave., Brooklyn. Tel. 2351-W Bushwick. 

Mechanical Drawing 

BYRNES, J. HOWELL, 50 N. 19th St., Flushing. Tel. 1805-W Flushing. 
SIEGEL, SAMUEL, 107 E. 10th St. 

Music 

CARSON, EMMA A., 204 W. 92d St. 

GOULD, FRANCES R., 858 Jewett Ave., West Brighton. 

HOCHSTEIN, BEATRICE, 8 W. 116th St. Tel. 3387 Harlem. 

LINDORFF, THEODORE J., 140 Barclav St., Flushing. 

REYNOLDS, GERALD, 238 W. 56th St. 

TRAVER, HELEN W., 242 W. 109th St. 

WOOD, MINNIE S., 601 W. 156th St. Tel. 3280 Audubon. 

WORTMANN, JOHANNA C. 

Physical Training 

CLARK, HELEN A., 80 Decatur St., Brooklyn. 
DIX, GERTRUDE A., 144 Riverside Drive. 

GORSCH, RUDOLPH V., 3332 Decatur Ave., The Bronx, N. Y. C. 
HOLZBERG, LILIAN, 233 W. 111th St. 
KRANEY, SIDNEY, 73 Ridge St. 
LANGDON, DOROTHY, 610-A Third St., Brooklyn. 
LEVERIDGE, ETHEL S., 277 East Broadway. Tel. 1544 Orchard. 
LEVIN, IRVING, 835 Beck St., The Bronx, N. Y. C. 
LIVINGSTON, GERTRUDE C, 226 Edgecomb Ave. 
McMILLEN, ELEANOR, 1 W. 101st St. 
MULLEN, JOHN A., 420 E. 84th St. 

NEIDHART, AUGUSTA W., 332 W. 51st St., Tel. 8111 Columbui. 

296 






H. S. T. A. BULLETIN 

OBLER, DAVID M., 192 Rivington St. 

OSTROFF, MAE, 879 Flatbush Ave. Tel. 640-W Flatbush. 

PAUL, PHILIP, 605 E. 11th St. 

RANSONE, EMMA A., 326 Audubon Ave. 

REYNOLDS, PERCY L., 129 E. 10th St. Tel. 464S Orchard. 

ROSEN, DAISY E., 24 Lewis Ave., Brooklyn. 

RYAN, LORETTA C, 143 W. 84th St. 

SCHILING, HELEN, 38 Martense St., Flatbush. 

SCHMAUSS, VERA S., SO E. 86th St. 

SCHOELLER, ELLA M., 121 Sixth St., Elmhurst, L. I. 

SEELEY, ELLIE W., 158 St. Marks Ave., Brooklyn. 

SILBERT, TACOB, 109 W. 114th St. 

STAHL, TULIA, 332 W. 51st St. 

WARREN, S. FLORENCE, 517 W. 113th St. 

WESTON, CAROLINE R., 205 W. 103d St. 

WICKS, HELEN E., 108 Ft. Greene PL, Brooklyn. 

WILSON, RANDOLPH C, 618 W. 138th St. Tel. 4889-M Audubon. 

WUCHNER, MARY B., 652 E. 149th St. 

ZENKER, HELEN, 351 E. 84th St. Tel. 2042 Lenox. 

ZUCKERMAN, ROSE, 359 Bristol St., Brooklyn. Tel. 3532 East New York. 

Physics 

ARCHER, CATHERINE, 175 E. 74th St. Tel. 3507 Lenox. 
CEROW. GEORGIA, 503 W. 175th St. Tel. 5146-J Audubon. 
DEMAREST, MARY C, Manuet, N. Y. 

GREENBERG, HYMAN, 1115 Westchester Ave., The Bronx. N. Y. C. 
McCORMICK, GRACE M.. 176 E. 71st St. 

Physiography 

HALLECK, PARKER S., College Point, L. I. 

Sewing 

CLARK, SARAH V., Tunior League House. 

FERRIGAN, ROSALIE, 2176 Sixty-sixth St., Brooklyn. 

GEER, ELONE E., 130 Claretnont Ave. Tel. 281 Morningside. 

GORMAN, ANNA L., 218 Van Wyck Ave., Richmond Hill. Tel. 327-M Jamaica. 

McKEON, MARY J., 564V 2 Clinton St., Brooklyn. 

MARTIN. TANE, 208 W. 'l84th St. 

SACKMAN, LILLIAN, 540 Manhattan Ave. Tel. 5770 Morningside. 

SMITH, EDNA L., 106 Hancock St., Brooklyn. Tel. 309-J Bedford. 

Spanish 

BOVE, ANTHONY J., 946 Herkimer St., Brooklyn. 

DE TOVA, MARGARETA M., 139 W. 16th St. 

HEMINGWAY, GERTRUDE C, 218 W. 121st St. Tels. 754 Morningside and 7800 Hanover. 

MATIENGO, CARLOTA, Whittier Hall. 

SPARKMAN, COLLYE, 32 Waverly Place. 

TOWES, ARTURO, 524 W. 123d St. 

Stenography 

ARNSTEIN, SIDNLY, 941 Intervale Ave., The Bronx, N. Y. C. Tel. 5771 Melrose. 

CHAPMAN, WILMA C, 117 First PI., Brooklyn. 

FINK, ANNA H., 522 Grand St., Brooklyn. Tel. 2664 Stagg. 

FRANKEL, RACHEL, 1057 Hoe Ave., The Bronx, N. Y. C. 

GALLAGHER, ANNIE B., 328 E. 124th St. 

GPAHAM, MARGARET, 163 W. 105th St. 

TOHNSON, GRACE M., 1307 Clifton St., Washington, D. C. 

KAPLAN, ABRAHAM, 1486 Fifth Ave. 

KEENAN. IRENE, 70 Third PL, Brooklyn. 

KEUNE, EMATA. 10 Sherman PL, Tersey City, N. J. Tel. 4118-J Jersey City. 

McELLINNEY, ANDREW J., 142 W. 131st St. 

MANN. ANNIS, 976 Tinton Ave., The Bronx, N. Y. C. 

MINER, MILDRED, 918 Hancock St., Brooklyn. 

O'CONNELL, TOHN T., 340 Dean St., Brooklyn. 

SCHWAGER, HARRY., 517 W. 144th St. Tel. 2770 Audubon. 

STEINECKE, JEANNETTE A., S6y 2 Lynch St., Brooklyn. Tel. 1150 Williamsburgh. 

Stenography and Typewriting. 

BERNSTEIN. DAVID, 63 E. 11 7th St. Tel. 4017 Cortland. 

TAFFE. ISIDORE, 214 Henry St. 

NEARING, FANNIE, 689 Putnam Ave., Brooklyn. 

RYAN, EDWARD J., 457 Forty-eighth St., Brooklyn. 

Woodworking 

SOPER, ARTHUR R., 1182 Putnam Ave., Brooklyn. 

297 






ALPHABETICAL LIST OF ALL HIGH SCHOOL TEACHERS 



ABRAHAM, NATHAN— Assistant Commercial Subjects; 20 East 97th St., Manhattan. Tel. 5563 

Lexington. 
ABBOT, FRANCIS H— First Assistant English, Curtis H. S. ; 12 Castleton Park, W. Brighton, N. Y. 

Tel. 413-J Tompkinsville. 
ABBOTT, FREDERICK B. — Assistant Mechanical Drawing, Manual Training H. S. ; 419 9th St., 

Brooklyn. 
ABBOT, MARGUERITE W— Assistant French, Girls' H. S. ; 1205 Bergen St., Brooklyn. 
ABBOTT, ROYAL A.— Assistant English, De Witt Clinton H. S. ; 882 E. 10th St., Brooklyn. 
ACKER, MARGARET K.— Assistant English, Bryant H. S;. 50 Woolsey St., Astoria, N. Y. 
ACKERIE, IDA V.— Assistant German, Evander Childs H. S. ; 110 E. 159th St., The Bronx, N. Y. C. 
ACKERLEY, JENNIE— Assistant Mathematics, Morris H. S. ; 416 W. 118th St., Manhattan. Tel. 3502 

Morningside. 
ADAIR, EDITH — Assistant English, Girls' H. S. ; 566 Greene Ave., Brooklyn. 
ADAMS, ISABEL — Assistant Art Department, Washington Irving H. S. ; 128 W. 82d_ St., Manhattan. 

Tel. 8614 Schuyler. 
ADAMS, MILLY E.— Assistant Drawing, De Witt Clinton H. S. ; 211 W. 85th St., Manhattan. 
ADLER, DAVID— Assistant German, Eastern District K. S. ; 593-A Macon St., Brooklyn. Tel. 6768-J 

Bedford. 
ADLER, DAVID— German, Eastern District H. S. ; 593A Macon St., Brooklyn. Tel. 6768 J Bedford. 
AKE, VIRGINIA A. — Assistant Stenography and Typewriting, Judia Richman H. S. ; 215 E. 15th St., 

Manhattan. Tel. 2934 Stuyvesant. 
ALDEN, HENRY T — Assistant to Principal, Bovs' H. S. ; 185 Quincy St., Brooklyn; Telephone, 

6361-J Bedford. 
ALDINGER, HARRY E.— Assistant Physical Training, H. S. of Commerce; 736 Riverside Drive. Tel. 

4160 Audubon. 
ALDRIDGE, VINCENT— Assistant Mathematics, Manual Training H. S. ; 32 Clarkson Ave., Brooklyn. 

Tel. 921-J Flatbush. 
ALTHAUS, AMALIE— Assistant German, Morris H. S. ; 2770 Briggs Ave., The Bronx, N. Y. C. 
ALTHAUS, EDWARD— First Assistant Modern Languages, Morris H. S. ; 2770 Briggs Ave., The 

Bronx, N. Y. C. 
ALLEN, J. TREVETTE— Assistant French, Manual Training H. S. ; 1548 E. 46th St., Brooklyn. 
ALLEN, RALPH W— Assistant Drawing, Richmond Hill H. S. ; 325 Herald Ave., Richmond Hill, L. I. 
ALLEN, WINIFRED S— Assistant Latin, Bay Ridge H. S. ; 112 Prospect PI., Brooklyn. 
ALLEY, M. IDA — Assistant Physical Science, Washington Irving H. S. ; 215 E. 15th St., Manhattan. 

Tel. 2934 Stuyvesant. 
ALLYN, LOUISE— Assistant Shorthand and Typewriting, Washington Irving H. S. ; 128 W. 11th St., 

Manhattan. Tel. 661 Chelsea. 
AMES, JESSIE T.— Assistant Drawing, Morris H. S, ; 1 W. 127th St., Manhattan. Tel. 5770 Harlem. 
AMMERMAN, S. LEWIS — Assistant Physical Science, Washington Irving H. S. ; 1305 Dorchester Rd., 

Brooklyn. 
ANDERSON, MARY— Assistant French, Eastern District H. S. ; 431 Classon Ave.-, Brooklyn. Tel. 2597 

Prospect. 
ANDERSON, MARY E.— French, Eastern District H. S. ; 431 Classon Ave., Brooklyn. 
ANDERSON, WOODFORD D.— Assistant Accounts, Commercial H. S. ; 1535 Fifty-fourth St., Brooklyn. 
ANDREWS, GRACE— Assistant History, Morris H. S. ; 65 Jefferson Ave., Brooklyn. Tel. 5621 

Bedford. 
ANDREWS, RICHARD M.— Assistant Mathematics, Stuyvesant H. S. ; 373 W. 116th St., Manhattan. 

Tel. 6620 Morningside. 
ANDREWS, WM. H— Assistant Physical Training, Boys* H. S. ; 265 Hawthorne St., Brooklyn; Tel. 

7151-W Flatbush. 
ANNETT, SARAH E — Library Assistant, Washington Irving H. S. ; 609 W. 127th St., Manhattan. 

Tel. 6204 Morningside. 
ANTHONY, OSCAR W.— First Assistant Mathematics, De Witt Clinton H. S. ; Plandome, L. I. Tel. 

148-J Manhasset. 
APPEL, FRANK J.— Assistant German, Morris H. S. ; 382 Wadsworth Ave., Manhattan. Tel. 6030 

Audubon. 
ARDEN, HARRIETTE— Librarian, De Witt Clinton, H. S. ; 6 W. 91st St., Manhattan. 
ARENWALD, MESMIN— Assistant Mathematics Evander Childs H. S. ; 1145 Vyse Ave., New York. 
AREY, ALBERT L.— First Assistant Physical Sciences, Girls' H. S. ; Roslyn, N. Y. 
ARMAND, EMMA C— Assistant French, Marris H. S. ; 550 W. 149th St., Manhattan. 
ARMAND, LOUIS T— Assistant French, De Witt Clinton H. S. ; 50 W. 149th St., Manhattan. 
ARNDT, EMMA— Assistant German, Washington Irving H. S. ; 205 E. 17th St., Manhattan. Tel. 1580 

Stuyvesant. 

298 



H. S. T. A. BULLETIN 

ARNOLD, DAVID L. — First Assistant Mathematics, Julia Richman H. S. ; 128 Drake Ave., New 

Rochelle, N. Y. Tel. 867-W New Rochelle. 
ARNOWITT, LEON — Assistant Commercial Branches, Washington Irving H. S. ; 130 W. 113th St., 

Manhattan. Tel. 2112 Morningside. 
ARTHUR, L. LOUISE — Assistant History, Bryant H. S. ; 515 Lexington Ave., Manhattan. Tel. 1435 

Murray Hill. 
ASHCRAFT, CARARIE VAN R — Assistant Physical Training, Julia Richman H. S. ; 204 W. 136th St., 

Manhattan. 
ATHOLZ, NATHANIEL— Assistant Commercial Branches, Evander Childs H. S. ; 1543 Minford PI., 

The Bronx, N. Y. C. 
ATWATER, JOHN C— Assistant Physics (Physics and Chemistry), Richmond Hill H. S. ; 224 Stoot- 

hoff Ave., Richmond Hill, L. I. 
AUGSBURY, EARL S. — Assistant Mathematics, Stuyvesant H. S. ; 16 Arden St., Manhattan. Tel. 3212 

Audubon. 
AUSLANDER, ARMIN — Assistant Stenography, Typewritng and Correspondence, Bushwick H. S. ; 222 

W. 140th St., Manhattan. Tel. 3073 Harlem. 
AUSTIN, HARRY W — Assistant Shop Work, Commercial H. S. : Forest Hills Inn, Forest Hills, L. I. 
AUSTIN, MARY— Assistant Phvsical Training, Erasmus Hall H. S. 

228-W Fordham. 
AUSTIN, MRS. MARY E.— Assistant Physical Training, Curtis H. S. ; 54 Summit Ave., New Dorp, S. I. 
AVENT, JOHN M.— Assistant English, Marris H. S. ; 3 Woodcrest Ave., White Plains, N. Y. Tel. 

44-T White Plains. 
AVERILL, ETHEL H. — Assistant Art Department, Washington Irving H. S. ; 217 Brooklyn Ave., 

Brooklyn. Tel. 1131-J Bedford. 
AVIRETT, MAY G.— Assistant German, Bay Ridge H. S. ; 1023 Carroll St., Brooklyn. 
AYRES, MARY S. — Assistant English, Eastern District H. S. ; 480 Clinton Ave., Brooklyn. 
AYRES. MARY S — English, Eastern District H. S. ; 480 Clinton Ave., Brooklyn. 

B 

BABCOCK, MAUDE R.— Assistant German, Girls' H. S. ; 204 Macon St.. Brooklyn. 

EACH, ELIZABETH M— Assistant Mathematics, Bav Ridge H. S. ; 25 S. Oxford St., Brooklyn. 

BACHELDER, MARY A.— Assistant French, Manual Training H. S. : 567 6th St., Brooklvn. 

BACON, HELEN E — Assistant English, Wadleigh H. S. ; 537 W. 121st St. Tel. 5120 Morningside. 

BAER, DENA — Assistant History, Morris H. S. ; 150 St. Nicholas Ave., Manhattan. 

BAGENSTOSE. HARVEY— Assistant English, Commercial H. S. ; 298 Parkside Ave., Brooklyn. 

RAGGS, MARTHA.— Assistant Biology, Bay Ridge H. S. : 112 25th St., Brooklyn. 

BAIER, JOSEPH G.— Assistant Physics , Stuyvesant H. S. : 310 Sanford St., New Brunswick, N. J. 

Tel. 539-J New Brunswick. 
BAKER, A. LATHAM — First Assistant Mathematics, Manual Training H. S. ; 41 Slocum Crescent. 

Forest Hills Gardens, L. I. Tel. 6313-W Forest Hills. 
BAKER, ELEANOR R.— Assistant Mathematics, Manual Training H. S. ; 430 W. 118th St., Manhattan. 

Tel. 3880 Morningside. 
BALDWIN, EDWIN F.— Assistant Commercial Branches, H. S. of Commerce, 600 W. 178th St., 

Manhattan. 
BALDWIN, TESSIE M.— English, Newtown H. S. ; 59 Gerrv Ave., Elmhurst, L. I. 
BALDWIN, iULIA I.— Librarian, Newtown H. S. : 1742 Mt. Hope Ave.. The Bronx, N. Y. C. 
BALDWIN. WALTER T — Assistant Mathematics, Manual Training H. S. ; 253 Carlton Ave., Brooklyn. 
BALTOR, MRS. BELLA M— Clerical Assistant, Eastern District H. S. ; 1636 49th St., Brooklyn. Tel. 

2874-R Borough Park. 
BALTY, FRANK B. — First Assistant Commercial Branches, Eastern District H. S. ; 56 Morningside 

Ave. East, Manhattan. 
BALTZ, FRANK P. — Substitute Commercial Branches, Eastern District H. S. : 56 Morningside Ave. 

East, Manhattan. 
BALLARD, CHARLES C— Assistant English, Morris H. S. ; 200 Claremont Ave. Tel. 211 Morningside. 
BANGHART, ELIZABETH— Assistant Music, Bryant H. S. ; The Adlon, 54th St. and Seventh Ave., 

Manhattan. Tel. 9490 Columbus. 
BANNON, AGNES R.— Clerical Assistant, Eastern District H. S. ; 336 Park PI., Brooklyn. Tel. 

4873-M Prospect. 
BARADENHEUER, CLARA E.— Assistant German, Flushing H. S. ; 628 8th St., College Point, L. I. 
BARASCH, MORRIS— Assistant Mathematics, Manual Training H. S. ; 701 Prospect Ave., The Bronx, 

N. Y. C. 
BARBANELL, A. IRVING — Assistant Mathematics, Far Rockaway H. S. ; 144 Pennsylvania Ave., 

Brooklyn. 
BARBER, CORA L. — Assistant English, Erasmus Hall H. S. : 191 Lefferts PL, Brooklyn. Tel. 5478 

Prospect. 
BARBER, HARRY G— Assistant Biologv, De Witt Clinton H. S. : 12 Clav Ave., Roselle Park, N. J. 
BARBER, SACO M.— Assistant Oral English, Richmond Hill H. S. ; 191 Lefferts PI., Brooklyn. Tel. 

5478 Prospect. 
BARBERIS. ELIGIO G. — Assistant French (Italian), Washington Irving IT. S. ; 106 44th St., Corona, 

L. I. Tel. 343-W Newtown. 
BARBOUR, WIILLIAM C— Assistant Biology, H. S. of Commerce: 149 Newark Ave., Bloomfield, N. J. 

Tel. 3314 Bloomfield. 
BARCLAY, MARGARET— Assistant Biology, ay Ridge H. S. : 74 Rutland Rd., Brooklyn 
BARKER, M. ELLEN— Assistant Mathematics (in charge of Annex in P. S. 42), Girls' H. S. ; 

637 St. Marks Ave.. Brooklvn. 
RARLOW, MARGARET M.— Assistant Mathematics, Bav Ridge H. S. ; 15 Glendale PI., Brooklyn. 
BARLOW, WILLIAM M.— Assistant German, Commerci?] II. S. : 282 Halsev St., Brooklyn. 
BARMEYER, GEORGE H.— Assistant Chemistry, De Witt Clinton; First St., Bayside, L. I. 
BARNARD, JULIA E. — Assistant Drawing, Washington Irving H. S. ; 9 Spring St., Stamford, Conn. 
Tel. 298 Stamford. 

299 



HIGH SCHOOL DIRECTORY 

BARNES, EDWIN A.— Assistant Physical Science, Far Rockaway H. S. ; 1SS Crescent St., Far Rock- 
away, N. Y. Tel. 2030 Far Rockaway. 

BARNUM, GRACE E. — Assistant Physical Training, Morris H. S. ; SO Morningside Drive. Tel. 5020 
Morningside. 

BARNWELL, WALTER— First Assistant Mathematics, Flushing H. S. ; Plandome, L. I. Tel. 3S7 
Manhasset. 

BARON, LUCILLE E.— Substitute German, Washington Irving H. S. ; 2098 Vyse Ave., The Bronx, 
N. Y. C. Tel. 4891 Tremont. 

BARRETT, MARTHA BELLE— Assistant History, Wadleigh H. S. ; 435 W. 123rd St. Tel. 583 Morn- 
ingside. 

BARRETT, MARY C— Assistant Music, Wadleigh H. S. Annex; 759 E. 158th St. Tel. 1718-M 
Melrose. 

BARRETT, MARY C— Assistant Music, Girls' H. S. ; 759 E. 158th St., Manhattan. 

BARRON, HONORA A.— Assistant Domestic Arts, Washington Irving H. S. ; 253 W. 136th St., Man- 
hattan. Tel. 7645 Audubon. 

BARROWS, TESSIE— Assistant German, Bushwick H. S. ; 203 W. 119th St., Manhattan. 

BARRY, LORETTA— Assistant English, Washington Irving H. S. ; 225 W. 14th St., Manhattan. Tel. 
5402 Chelsea. 

BARTON, ROSE M— Assistant English, Wadleigh H. S. ; 508 W. 112th St. Tel. 3830 Morningside. 

BASS, BERTHA— Assistant History, Wadleigh H. S. Annex; 501 W. 120th St. Tel. 4590 Morningside. 

BASSETT, ELIZABETH W— Assistant History, Washington Irving H. S. ; 400 W. 118th St., Man- 
hattan. Tel. 4769 Morningside. 

BATCHELDER, MARGARET GOLD— Assistant English, Bushwick H. S. ; 54 Woolsey St., Astoria, 
L. I. Tel. 1710-W. Astoria. 

BATCHELOR, CHARLES B.— Assistant Physical Training, Erasmus Hall H. S. ; 218 Martense St. 

BATES, ABBY B.— First Assistant History, Morris H. S. ; 1421 University Ave., The Bronx, N. Y. C. 
Tel. 5656 Tremont. 

BATES, CLIFTON W— German, Boys' H. S. ; 363 Grand Ave., Brooklyn; Tel. 883-M Prospect. 

BATES, HERBERT— First Assistant English, Manual Training H. S. ; Northport, L. I. 

BATES, THOMAS S.— Assistant Elocution, Morris H. S. ; 244 E. 86th St., Manhattan. 

BATT, DAVID— Librarian, Stuyvesant H. S. ; 1 E. 119th St., Manhattan. 

BATTELL, JOHN M.— Assistant English, Erasmus Hall H. S. ; 529 5th St., Brooklyn. 

BATTEY, LEWIS B.— Assistant Mechanical Drawing, Stuyvesant H. S. ; 189 Claremont Ave., Man- 

BAUMEISTER, TOHN — First Assistant Modern Languages (German), Flushing H. S. ; 402 Amity St., 
Flushing, L. I. Tel. 919 Flushing. 

BAWDEN, SARAH E— Assistant Eng., Manual Training H. S. ; Queens, L. I. Tel. 6128-W Hollis. 

BAXTER, FLORENCE — Assistant Mathematics, Washington Irving H. S. ; 210 E. 17th St., Manhattan. 
Tel. 3770 Stuyvesant. 

BAYLIS, SARA— Assistant Study Hall, De Witt Clinton H. S. ; 760 N. Oak Drive, Bronxwood Park. 

BEACH, MARY R — Assistant Latin, Wadleigh H. S. Annex; 302 Convent Ave. Tel. 6890 Audubon. 

BEACH, JESSIE A. — Assistant Mathematics, Washington Irving H. S. ; 503-507 W. 121st St., Man- 
hattan. Tel. 5010 Morningside. 

BEARD, STELLA S. — Assistant English, Richmond Hill H. S. ; 435 Greenwood Ave., Richmond Hill, 
L. I. Tel. 748 Richmond Hill. 

BEARDSLEY, FRANK J.— Assistant Latin, Erasmus Hall H. S. ; 443 E. 4th St. 

BEARE, CORNELIA— Assistant English, Wadleigh H. S. Annex; 430 W. 119th St. 

BEATMAN, AUGUSTUS S.— Assistant History, H. S. of Commerce; 1455 Undercliff Ave., The Bronx, 
N. Y. C. Tel. 4576 Tremont. 

BEATON. AUGUSTA C— Clerical Assistant, Wadleigh H. S. ; 525 W. 123nd St. 

BECHERT, ALEXANDER OTTO— Assistant German, Boys' H. S. ; 600 Decatur St., Brooklyn. 

BECK, FLORENCE— Junior English, Julia Richman H. S. ; 520 W. 123d St., Manhattan. Tel. 9007 
Morningside. 

BECKER, CLARENCE H.— Assistant History, Boys' H. S. ; 890 Putnam Ave., Brooklyn. 

BECKER, NATHANIEL— Laboratory Assistant, Bryant H. S. ; 334 Broome St., Manhattan. Tel. 1453 
Orchard. 

BECKLEY. CLARA M.— Assistant Librarian, Girls' H. S. : Box 204, Fort Lee, N. J. Tel. 193-J. 

BECKMAN, FLORENCE I.— History, Eastern District H. S. ; 141 W. 104th St., Manhattan. 

BECKWITH, FRANCES A.— Assistant History, Wadleigh H. S. ; 106 E. 52nd St. Tel. 7800 Plaza. 

BEDFORD, EDGAR A.— Assistant Biology, Stuyvesant H. S. ; Hollis, L. I. Tel. 6174-W Hollis. 

BEEBE, DEE— Assistant Free Hand Drawing, Manual Training H. S. ; 185 Berkeley PI., Brooklyn. 

BEECKMAN, FLORENCE L— Assistant History, Eastern District H. S. ; 141 W. 104th St., Manhattan. 

BEERS, FLORENCE E.— Assistant Latin, Richmond Hill H. S. ; 1288 Dean St., Brooklyn. Tel. 613 
Bedford. 

BEHA, JOSEPH L.— Assistant German, Stuyvesant H. S. ; 171 W. 95th St., Manhattan. Tel. 4857 
Riverside. 

BEITEL, HELEN S. — Assistant Commercial Branches, Eastern District H. S. ; 315 W. 94th St., Man- 
hattan. Tel. 3700 Riverside. 

BEITEL, HELEN S. — Commercial Branches, Eastern District H. S. ; 315 W. 84th St., Manhattan. 
Tel. 3700 Riverside. 

BELCHER, FRANCES S.— Assistant History, Washington Irving H. S. ; 603 14th Ave., Paterson, N. J. 

B ELDING, ALBERT G. — First Assistant Commercial Branches, Far Rockaway H. S. ; Cedarhurst, 
L. I. Tel. 1850-W Far Rockaway. 

BELL, ANNA — Substitute Physical Training, Drawing. Music, Elocution, History, Curtis H. S. (Tot- 
tenville Annex) ; 92 Elizabeth St., W. Brighton, S. I. Tel. 32 W. Brighton, care Miss Bouton. 

BEMENT, FREDRIC— First Assistant Chemistry (Natural Science), Bryant H. S. ; Bayside, N. Y. Tel. 
3083 Bayside. 

BENEDICT, RALPH C— - Assistant Biology, H. S. of Commerce; 2979 Decatur Ave., The Bronx, 
N. Y. C. Tel. 697-W Tremont. 

BENJAMIN, CLAUDE T.— Assistant English, Curtis H. S. ; 410 Bard Ave., W. New Brighton, N. Y. 
Tel. 268-J W. Brighton. 

BENTAMIN, EDITH SIBLEY— Assistant English, Bushwick H. S. ; 282 McDonough St., Brooklyn. 
Tel. 3348-J. Bedford. 

300 



H. S. T. A. BULLETIN 

BENNETT,. RAY— Assistant History, Wadleigh H. S. ; 105 W. 163rd St., Bronx. Tel. 4413 Melrose. 
BENNETT, R. GRANT— Assistant Chemistry, H. S. of Commerce; Hastings-on-Hudson, N. Y. Tel. 

708 Hastings. 
BENWAY, MABEL R. — Assistant Mathematics, Bay Ridge H. S. ; 62 Pierrepont St., Brooklyn. 
BERGAMINI, RACHEL — Assistant English, Washington Irving H. S. ; 175 Claremont Ave., Manhat- 
tan. Tel. 5750 Morningside. 
BERGER, WM. H — Assistant Commercial Branches, Washington Irving H. S. ; 339 E. 25th St., 

Brooklyn. 
BERGHOFFEN, HERMAN— Assistant English, Manual Training H. S. ; 1464 50th St., Brooklyn. Tel. 

2636 Borough Park. 
BERGMAN, MORRIS L.— Assistant Mathematics, Morris H. S. ; 183 2d St. 
BERKOWITCH, LOUIS B.— Assistant English, H. S. of Commerce; 952 Tiffany St., The Bronx, 

N. Y. C. 
BERKOWITZ, LOUIS— Assistant German, Bushwick H. S. ; 537 Willoughby Ave., Brooklyn. 
BEYGRAU, FREDERICK R — Assistant Stenography and Typewriting, H. S. of Commerce; 16 Wood- 
crest Ave., White Plains, N. Y. Tel. 1269-T White Plains, N. Y. 
BERGSTRESSER, C. A.— Assistant Mathematics, Boys' H. S. ; 216 Kingston Ave., Brooklyn; Tel. 

8720-W Bedford. 
BERRY, TAMES F — Assistant Mathematics, De Witt Clinton H. S. ; 601 W. 148th St., Manhattan. 

Tel. 4266 Audubon. 
BERTSCHY, MAUDE— Assistant Drawing, Bushwick H. S. ; 476 Clinton Ave., Brooklyn. Tel. 7261 

Prospect. 
BESARICK, CAROLINE B.— Assistant Physical Training, Manual Training H. S. ; 1722 Caton Ave., 

Brooklyn. Tel. 9311 Flatbush. 
BESSEY, MABEL A.— Assistant English, Bay Ridge H. S. ; 64 Monroe St., Brooklyn. 
BETSCH, GERTRUDE ELSIE— History, Erasmus Hall H. S. ; 11 2d St., Brooklyn, Tel. 2243-J 

Hamilton. 
BIERMAN, HENRY— Assistant French, De Witt Clinton H. S. ; 431 E. 85th St., Manhattan. 
BINGHAM, JESSIE H.— Assistant Drawing (Chairman), De Witt Clinton H. S. ; 509 W. 121st St., 

Manhattan. Tel. 7800 Morningside. 
BISHOP, M. "L. — Assistant Mathematics, Boys' H. S. ; 153 Halsey St., Brooklyn. 

BLACKWELL, NANNIE G— First Assistant French, Washington Irving H. S. ; 8 E. 9th St., Man- 
hattan. Tel. 5230 Stuyvesant. 
BLAIR, ELIZABETH E— Assistant Music, Wadleigh H. S. ; 508 W. 122nd St. Tel. 902 Morningside. 
BLAKELY, GILBERT S.— Principal Evander Childs H. S. : 2207 University Ave., New York. Tel- 
BLANCHARD, D. HIRAM. — Assistant Mathematics, Boys' H. S. ; 632 Eastern Parkway, Brooklyn. 
BLANPIED, ETHEL O— Assistant German, Curtis H. S. ; Tompkinsville, N. Y. Tel. 339-W Tomp- 

kinsville. 
BLENKER, ANNA C— Assistant Drawing, Wadleigh H. S. ; 405 W. 118th St. Tel. 1051 Morningside. 
BLISS, RALPH P. — Assistant Mathematics, Commercial H. S. ; 101 Hawthorne St., Brooklyn. Tel. 

1141-M Flatbush. 
BLOOM, IRA I.— Assistant Physical Training, Manual Training H. S. ; 478 W. 158th St., Manhattan. 

Tel. 6047 Audubon. 
BLUM, VTVIENNE H.— Assistant French, Washington Irving H. S. ; 254 W. 98th St., Manhattan. 

Tel. 4248 Riverside. 
BLUME. JULIUS— Assistant Modern Languages, H. S. of Commerce; 616 W. 137th St." Tel. 2250 

Audubon. 
BLUMENBERG, FRIEDA— Mathematics, Eastern District H. S. ; 222 S. 9th St., Brooklyn. 

Morningside. 
BLUMENSTOCK, T. LEWIS— Assistant History, Wadleigh H. S. ; 134 Clifton PI., Brooklyn. Tel. 

7654-W Prospect. 
BLUMGARTEN, SARA L.— Substitute German .Washington Irving H. S. ; 958 Hoe Ave., The Bronx, 

N. Y. C. Tel. 2228 Melrose. 
BOECKER, ALEXANDER— Assistant Shop, Manual Training H. S. : 554 7th St., Brooklyn. 
BOGART, ELMER E.— Assistant Latin, Morris H. S. ; 1125 Boston Rd., The Bronx, N. Y. C. 
BOGART, SARAH H.— Assistant Latin, Morris H. S. ; 352 E. 200th St., The Bronx. N. Y. C. Tel. 

3997 Tremont. 
BOGGS, DORA — Clerical Assistant, Eastern District H. S. ; 1117 Waverly PI., care Armstrong, 

Manhattan. 
BOLE, JOHN A.— German, Eastern District H. S. ; 39 Elmhurst Ave., Elmhurst, L. I. Tel. 281-R 

Newtown. 
BOLE, TOHN A. — First Assistant Modern Languages, Eastern District H. S. ; 39 Elmhurst Ave., Elm- 
hurst, L. I. Tel. 281-R Newtown. 
BOLGER, EDWIN A. — Assistant Stenography (Chairman of Dept.), Commercial H. S. ; 426 Kosciuska 

St., Brooklyn. Tel. 1456-W Bushwick. 
BONFOEY, EMMA— Assistant English, Far Rockaway H. S. ; 1238 Pacific St., Brooklyn. Tel 6256 

Bedford. 
BOOK. ARTHUR E.— Commercial Branches, Newtown H. S. ; 90 Cook Ave., Elmhurst, L. I. 
BOOLE. EMILY— Assistant English, Manual Training H. S. ; 1429 Avenue H, Brooklyn. Tel. 1123 

Flatbush. 
BOOLE, FLORENCE A.— Assistant English, Manual Training H. S. ; 1429 Avenue H., Brooklyn. Tel. 

1123 Flatbush. 
BOOS, HERMAN J.— Assistant Physical Training, De Witt Clinton H. S. 
BOOTH, S. MARY— Assistant Drawing, Washington Irving H. S. ; 523 W. 121st St., Manhattan. Tel. 

5271 Morningside. 
BOOTHBY, NELLIE M— Assistant Commercial Branches, Washington Irving H. S. ; 19 W. 102d St., 

Manhattan. Tel. 2785 Riverside. 
BOUGHTON, WILLIS— Assistant English, Erasmus Hall H. S. ; 364 E. 21st St. Tel. 3997-J Flat- 
bush. 
BOURNE, MARY J.— Assistant History, Morris H. S. ; 418 W. 118th St., Manhattan. Tel. 6656 

Morningside. 

301 



HIGH SCHOOL DIRECTORY 

BOUVARD, GERMAINE B — Assistant French, Washington Irving H. S. ; 544 W. 149th St., Man- 
hattan. Tel. 2757 Audubon. 

BOWLES, FRANK C— Assistant Mathematics, H. S. of Commerce; 421 W. 121st St. Tel. 6769 
Morningside. 

BOWMAN, CORA M.— Assistant Mathematics, Wadleigh H. S. ; 151 W. 105th St. Tel. 4182 Riverside. 

BOWMAN, MINA— Assistant Latin, Eastern District H. S. ; 527 W. 121st St., Manhattan. Tel. 5271 
Morningside. 

BOWMAN, NINA— Latin, Eastern District H. S. ; 527 W. 121st St., Manhattan. Tel. 5271 Morning- 
side. 

BOYD, MAURICE C— Assistant Drawing, Boys' H. S. ; 30 Clarendon PI., Bloomfield, N. J.; Tel. 
2434-T Montclair. 

BOYD, OLIVE A.— Assistant French, Washington Irving H. S. ; 259 Decatur St., Brooklyn. Tel 1286 
Bedford. 

BOYLAN, ARTHUR A.— Assistant Elocution, De Wittt Clinton H. S. ; 162d St. and Woodycrest Ave., 
Manhattan. Tel. 3052 Melrose. 

BOYNTON, CAROLYN A.— Assistant English, Flushing H. S. ; 102 Tagger Ave., Flushing, L. I. Tel. 
322-W Flushing. 

BOYNTON, GEORGE E — First Assistant English, Erasmus Hall H. S. ; 466 E. 18th St., Brooklyn. 

BOYNTON, MARY LOUISE— German, Erasmus Hall H. S. ; 466 E. 18th St., Brooklyn. Tel. 2281-M 
Flatbush. 
Tel. 2281-M Flatbush. 

BRACE, EDITH M— Assistant Science, Eastern District H. S. ; 1131 Bergen St., Brooklyn. Tel. 8281 
Bedford. 

BRACE, EDITH M — Biology, Eastern District LI. S. ; 1131 Bergen St., Brooklyn. Tel 8281 Bedford. 

BRACKETT, Mary M.— Clerical Assistant, Morris H. S. ; 604 W. 115th St., Manhattan. Tel. 6740 
Morningside. 

BRADLEY, SUSAN M.— Assistant English, Jamaica H. S. ; 45 Union Ave., Tamaica, N. Y. 

BRADY, TOHN W.— Clerk, Bushwick H. S. ; 280 Johnston Ave., Richmond Hill, L. I. Tel. Richmond 
Hill 204-M. 

BRAMAN, MARY L — Assistant Biology, Manual Training H. S. ; 511 6th St., Brooklyn. Tel 1981 
South. 

BRAND, JOSEPHINE— Assistant Mathematics, Morris H. S. ; 501 W. 138th St., Manhattan. Tel. 1670 
Audubon. 

BRAND, LOUIS — Assistant Stenography and Typewriting, Julia Richman H. S. ; 954 Hoe Ave.,, The 
Bronx, N. Y. C. 

BRANDAU, GEORGE J.— Assistant German, Stuyvesant H. S. ; 626 E. 29th St., Brooklyn. Tel. 6712-W 
Flatbush. 

BRANOWER. SOLOMON— Physics, Eastern District H. S. ; 1815 7th Ave., Manhattan. Tel. 1214 
Morningside. 

BRANSON, ROSWELL HARRIS— Assistant Latin, Erasmus Hall H. S. ; 239 Pennington Ave., Pas- 
saic, N. J. Tel. 2577 Passaic. 

BRAUNSTETN, WILLIAM— Assistant English, Commercial H. S. ; 445 Pulaski St., Brooklyn. 

BRECKENRIDGE, WM. E— First Assistant Mathematics, Stuvvesant H. S. ; 25 Park Ave., Mt. Ver- 
non, N. Y. Tel. 2810-W Alt. Vernon. 

BRENNAN, ALFRED T. W.— Assistant Economics, H. S. of Commerce; 106 E. 81st St., Manhattan. 

BRESSLER. HELEN B.— Assistant English, Washington Irving H. S. ; 158 2d Ave., Long Island City. 

BREWER, FRANCIS E.— Assistant Latin, Curtis H. S. ; 41 Hamilton Ave., New Brighton, N. Y. Tel. 
337-W Tompkinsville. 

BREWSTER. ADELAIDE— Substitute Historv, Erasmus Hall H. S. ; 442 Putnam Ave., Brooklyn. 

BRICKELMAIER, ALICE G— Assistant Mathematics, Erasmus Hall H. S. ; 639 Carlton Ave., Brooklyn. 

BRIDGMAN. ANNE T— Assistant History, Morris H. S. ; 157 W. 123d St., Manhattan. 

BRTGGS, EMILY E.— Assistant Latin, Girls' H. S. ; 92 Gates Ave., Brooklyn. 

BRIGGS, EVA E.— Assistant Mathematics, Bushwick H. S. ; 92 Gates Ave., Brooklyn. Tel. 4280 Pros- 
pect. 

BRIGGS. LARRY— Historv, Newtown H. S. ; 160 Hanover Ave., Elmhurst, L. I. 

BRIGHT, ROBERT A. — Assistant Chemistry, Stuvvesant H. S. ; 6 Church St., Paterson, N. J. 

BRILEY, BEATRICE A.— Assistant Physics, Girls' H. S. ; 1893 Pacific St., Brooklyn. Tel. 415-R 
East New York. 

BRILL. ABRAHAM— Assistant English, Boys' H. S. ; 736 Home St., The Bronx. Tel. 8434 Melrose. 

BROADHURST, PHILIP H.— Assistant Chemistry. De Witt Clinton H. S. ; 119 Cortelyou Rd., Brooklyn. 

BROCKMAN, MARY E — Assistant Cooking, Julia Richman H. S. ; 619 W. 127th St., Manhattan. 
Tel. 2920 Morningside. 

BROOKS. MABEL FRANCES— Assistant English, Julia Richman H. S. ; 417 W. 120th St., Manhattan. 
Tel. 5286 Morningside. 

BROOMALL, LAURA BAKER — Assistant Biology, Far Rockaway H. S. ; 32 Nostrand Ave., Fat 
Rockaway, N. Y. 

BROWER. TANE— Assistant Librarian. Girls' H. S. ; 188A Emerson PL, Brooklvn. 

BROWN, CHARLES G.— Assistant Mathematics, Jamaica H. S. ; 110 Hardenbrook Ave., Tamaica. Tel 
1590-R Tamaica. 

BROWN. MERTON A.— Assistant Phvsical Science, Manual Training H. S. ; 202 79th St., Brooklyn. 

BROWNE, FRANCES E.— Assistant French, Erasmus LTall IT. S. ; 354 Ocean Ave., Brooklyn. 

BROWNLEE, RAYMOND B.— Assistant Physics, Stuyvesant H. S. ; Woodmere, L. I. Tel. 3950-W 
Woodmere. 

BRUCE, GRACE A.— First Assistant Mathematics, Wadleigh H. S. ; 128 W. 11th St. Tel. 661 Chelsea. 

BRUCE, MURRAY— Assistant English, Stuvvesant H. S. ; 615 52d St., Brooklvn. 

BRUCE, WALTER A.— Commercial Branches. Eastern District H. S. ; 25 W. 129th St., Manhattan. 

BRUCE, WALTER A.— Assistant Stenography, Eastern District IT. S. ; 25 W. 129th St., Manhattan. 
Tel. 1148-J Harlem. 

BRUCKMAN, LOUTSA— First Assistant Biology, Bav Ridge H. S. ; 209 W. 97th St., New York City. 

BRU6RE, ALICE H.— Assistant Physics. Wadleigh H. S. ; 400 Riverside Drive. Tel. 117 Morningside. 

BRUMMER, SIDNEY D— Assistant History, Boys' H. S. ; 1356 Madison Ave., New York. Tel. 
3875 Lenox. 

302 









H. S. T. A. BULLETIN 

BRUNDAGE, HOWARD D. — Assistant Boys' Shop, Manual Training H. S. ; 618 11th St., Brooklyn. 
Tel. 4075 South. 

BRUNDAGE, MILTON B.— Assistant Chemistry, Stuyvesant H. S. ; 522 William St., East Orange, 
N. T. Tel. 1971-M Orange. 

BRUNING, EMILIE E.— Substitute German, Annex 129 Bushwick H. S. ; 317 73rd St., Brooklyn. 
Tel. Bay Ridge 1925. 

BRYAN, ALFRED C. — First Assistant History, H. S. of Commerce; 416 Clermont Ave., Brooklyn. 
Tel. 1591-M Prospect. 

BRYANT, ARTHUR A. —Assistant Latin, De Witt Clinton H. S. ; 120 Convent Ave., Manhattan. Tel. 
4576 Morningside. 

BRYANT, ELIZABETH E— Assistant Latin, Manual Training H. S. ; 145 Prospect Park West, Brook- 
lyn. Tel. 3846 South. 

BRYANT, FRANK L.— Assistant Physiography, Erasmus Hall H. S. ; 628 Amersfort PI., Brooklyn. 
Tel. 5919-J Flatbush. 

BRYANT, GRACE — Office Assistant, Newtown H. S. ; Woodside Ave., Woodside, L. I. 

BRYANT, MRS. EMMA B.— Assistant French, Morris H. S. ; 65 W. 127th St., Manhattan. 

BUECHNER, ELSIE E. — Teacher in Training, Mathematics, Jamaica H. S. ; Rockaway Rd., Ozone 
Park, L. I. Tel. 700-W Richmond Hill. 

BUGBEE, HARRIET C— Assistant Mathematics, Wadleigh H. S. ; 400 W. 118th St. Tel. 4769 Morn- 
ingside. 

BUNTING, MILDRED B.— Assistant Biology, Girls' H. S. ; 811 Beverly Rd., Brooklyn. Tel. 2992-W 
Flatbush. 

BURCHARD, ANNA T.— Assistant Mathematics, Wadleigh H. S. ; 415 W. 118th St. Tel. 511 Morn- 
ingside. 

BURDICK, MABEL G.-- Assistant Mathematics, Curtis II. S. ; 35 Harrison St., Stapleton, N. Y. Tel. 
267-R Tompkinsville. 

BURLINGHAM, GERTRUDE S.— Biology, Eastern District H. S. ; 556 Lafayette Ave., Brooklyn. 

BURLINGHAM, GERTRUDE S.— Assistant Science, Eastern District H. S. ; 556 Lafayette Ave., Bklyn. 

BURN, ALICE M.— Drawing, Eastern District H. S. ; 469 Washington Ave., Brooklyn. Tel. 5600 
Prospect. 

BURNHAM, R. WESLEY— Assistant Physics, Erasmus Hall H. S. ; 1801 Dorchester Rd., Brooklyn. 

BURRAGE, MYRA ALLEN — Assistant German, Richmond Hill H. S. ; 26 Irving St., Spencer, Mass.; 
1244 Dean St., Brooklyn. Tel. 2090 Bedford. 

BURT, CLARA M.— Assistant Physics, Morris H. S. ; 1 W. 127th St., Manhattan. Tel. 5770 Harlem. 

BUSBEE, CHRISTINE— Assistant Mathematics, Tamaica H. S. ; 413 Hillside Ave., Jamaica, L. I. 

BUSCH, ELLA ADELINE— Assistant German, Erasmus Hall H. S. ; 1819 Beverly Rd., Brooklyn. 

BUSH, MARY F— Clerical Assistant, Washington Irving H. S. ; 342 E. 17th St., Manhattan. 

BUSHONG, ALICE M.— Assistant German, Manual Training H. S. ; 442 9th St., Brooklvn. 

BUSSARD, E. GERTRUDE— Assistant English, Washington Irving H. S. ; 419 W. 119th St., Man- 
hattan. Tel. 7700 Morningside. 

BUTLER, EVELYN M.— Assistant Physical Training, Morris H. S. ; Ardsley, N. Y. Tel 290-W Dobbs 
Ferry. 

BUTTNER, FRIEDA— Assistant German, Washington Irving H. S. ; 985 Aldus St., The Bronx, N, Y. C. 
Tel. 3665 Melrose. 

BUTTRICK, HAROLD E— Assistant English, Boys' H. S. ; 1253 Bergen St., Brooklyn. Tel. S686-J 
Bedford. 

BYRNE, MARGARET C— Assistant Mathematics, Bryant H. S. ; 338 Decatur St., Brooklyn. Tel. 
7403- W. Bedford. 

BYRNES, ESTHER F.— Assistant Biology, Girls' H. S. ; 193 Jefferson Ave., Brooklyn. 



CAHILL, JOHN P. — Assistant Commercial Branches, Bay Ridge H. S. ; 28 Montgomery PI., 
Brooklyn. 

CAHILL, MARY F— Assistant Stenography, Julia Richman H. S. ; 2 Beekman PI., E. 50th St., 
Manhattan. 

CAHILL, MARGARET— Assistant English, Wadleigh H. S. ; 29 Clinton Ave., Jersey City. Tel. 2645 
Bergen. 

CAHILL, ROSE— First Assistant Historv, Girls' H. S. ; 427 Nostrand Ave., Brooklyn. 

CAIRNS, ALEXANDER— Substitute Physical Training, De Witt Clinton H. S. ; IS W. 4th St., Wood- 
side, L. I. 

CALL, R. ELLSWORTH— Assistant Physiography and Physiology, De Witt Clinton H. S. ; 200 W. 
85th St., Manhattan. 

CAMBEPN, T. RAYMOND— Assistant English, Manual Training H. S. ; 372 Tefferson Ave., Brooklyn. 
Tel. 3797-J Bedford. 

CAMERON, ALIX S.— Assistant Drawing, Erasmus Hall H. S. ; 34 Wellington Court, Flatbush. 

CAMERON, SR., WALTER— Assistant Biology, Wadleigh H. S. ; 239 W. 136th S. Tel. 5241-M 
Audubon. 

CAMERON, WALTER S — Assistant Biology, Wadleigh H. S. ; *239 W. 136th St. Tel. 5241-M Au- 
dubon. 

CAMPBELL, CALVIN VICTOR— Assistant English, Commercial H. S. ; 302 Brooklyn Ave., Brooklyn. 
Tel. 7244 Bedford. 

CAMPBELL, HAROLD G — History, Eastern District H. S. ; 373 E. 26th St., Brooklyn. 

CAMPBELL, HAROLD G.— Assistant History, Eastern District H. S. ; 373 E. 26th St., Brooklyn. Tel. 
7327-T Flatbush. 

CAMPBELL, JOSEPH A.— Music, Boys' H. S. ; 923 Puhnam Ave., Brooklyn. Tel. 1440 Bushwick. 

CAMPBELL. RALPH— Assistant German, De Witt Clinton H. S. ; 700 W. 179th St., Manhattan. 

CANN, BERTHA— Assistant English, Girls' H. S. ; 27 Monroe St., Brooklyn. 

CANNING, ETTA M.— Assistant Stenography, Bushwick H. S. ; 3S8-A Lafayette Ave., Brooklyn 

CANNON, GERTRUDE LOUISE— Assistant Biology, Washington Irving H. S. ; 1786 Clay Ave., 
New York City. 

303 



HIGH SCHOOL DIRECTORY 

CAPLAN, ELIAS NATHAN — Assistant English, Commercial H. S. ; 269 E. Broadway, Manhattan. 

CAREY, ALICE M. — Assistant History, Morris H. S. ; 196 Edgecomb Ave., Manhattan. 

CAREY, MARGARET E.— Assistant Commercial Branches, Flushing H. S. ; 224 Franklin PI., Flush 

ing, L. I. 
CARLETON, BESSIE G — Assistant French, Morris H. S. ; 617 W. 143d St., Manhattan. Tel. 4286 

Audubon. 
CARLETON, GRAY M.— Assistant English, H. S. of Commerce; 30 W. 44th St., Manhattan. 
CARLL, L. ADELE— Assistant English (Voice Culture), Bryant H. S. ; The Adlon, 54th St. and 7th 

Ave. Tel. 9094 Columbus. 
CARON, EMMA C— Substitute Music, Washington Irving H. S. ; 204 W. 92d St., Manhattan. Tel. 

9830 Riverside. 
CARPANTIER, MARIUS— Assistant French, De Witt Clinton H. S. ; 602 Madison St., Brooklyn. 
CARPENTER, IDELETTE— Assistant Botany, Julia Richman H. S. ; Maplewood, N. J. Tel. 649-J 

South Orange. 
CARR, AGNES— Assistant Latin, Morris H. S. ; Hartsdale, N. Y. Tel. 186-M White Plains. 
CARTER, BERTHA— Assistant Biology, Bryant H. S. ; 287 Jamaica Ave., Astoria, N .Y. 
CARTER, EFFIE A.— Assistant Physics, Girls' H. S. ; 404 Westminster Rd., Brooklvn. 
CARTER, MARY K— Chairman of Dept. Drawing, Wadleigh H. S. ; 435 S. 4th Ave., Mt. Vernon, 

N. Y. Tel. 1373-M. 
CARTER, RAYMOND— Assistant Drawing, H. S. of Commerce; 609 W. 127th St. Tel. 6204 

Morningside. 
CARTER, RAYMOND— Assistant Drawing, H. S. of Commerce; 609 W. 127th St., Manhattan. Tel. 

6204 Morningside. 
CASE, FLORENCE L.— Assistant Latin, Wadleigh H. S. Annex; 382 Jefferson Ave., Brooklyn. Tel. 

1499 Bedford. 
CASHMAN, TOS. F— Assistant English, Erasmus Hall M. S. ; 470 Eastern Parkway, Brooklyn. Tel. 

8371 Bedford. 
CASSETT, EDITH— Laboratory Assistant Chemistry and Physics, Wadleigh H. S. ; 435 W. 119th St. 

.Tel. 8200 Morningside. 
CATREN, IDA M.— Assistant Shorthand, Washington Irving H. S. ; 156 W. 123d St., Manhattan. Tel. 

1473 Morningside. 
CAVALLIER, EMILIE— Assistant French, Wadleigh H. S. ; 63 W. 55th St. 

CEROW, GEORGIA A.— Substitute Mathematics, Erasmus Hall H. S. ; 503 W. 175th St., Manhattan. 
CHAMBERLAIN, RAYMOND— Assistant Physics, De Witt Clinton H. S. ; 71 Currie Ave., Pater- 
son, N. J. 
CHAPIN, TENNIE E— Physical Training, Richmond Hill H. S. ; 37 Briggs Ave., Richmond Hill, L. I. 

Tel. 11 11- J Richmond Hill. 
CHAPIN, HENRY E.— Assistant Physiography, Richmond Hill, H. S. ; Lefferts Ave., Richmond 

Hill, L. I. 
CHAPMAN, FRANCES E.— Assistant History, Flushing H. S. ; 13 3rd St., Woodside, L. I. 
CHAPMAN, LENA M— Assistant History, Washington Irving H. S. ; 58 E. 102d St., Manhattan. Tel. 

3644 Lenox. 
CHAPMAN, LENA M.— Assistant English, Washington Irving H. S. ; 58 E. 102d St., Manhattan. 

Tel. 3644 Lenox. 
CHASE. CHARLOTTE G— Assistant English, Girls' H. S. ; 205 Quincy St., Brooklyn. 
CHATER, ELLEN D.— Assistant English, Eastern District H. S. ; Women's University Club, 106 E. 52d 

St., Manhattan. Tel. 7800 Plaza. 
CHATER, ELLEN McR. D.— English, Eastern District H. S. ; Englewood, N. J. Tel. 177-R Engle- 

wood. 
CHATFIELD, WILLIAM A.— Assistant Freehand Drawing, Stuyvesant H. S. ; Millington, N. T. 
CHATTERTON, MINNIE E.— Assistant Mathematics, Girls' H. S. ; 85 Pierrepont St., Brooklyn. 
CHENEY, JANET D— Assistant Art Department, Washington Irving H. S. ; 106 W. Lincoln Ave., 

Mt. Vernon, N. Y. 
CHENEY, THOMAS CLYDE— Assistant Mathematics, Stuyvesant H. S. ; 326 West End Ave., Man- 
hattan. Tel. 10253 River. 
CHESTER, HENRY C— First Assistant Physics, H. S. of Commerce; 564 Van Cortlandt Park Ave., 

Yonkers, N. Y. 
CHESLEY, MABEL— Assistant English, Erasmus Hall H. S. ; 2022 Beverley Rd., Brooklyn. 
CHESTNUT. D. HOWARD— Assistant Stenography, Commercial H. S. ; 945 E. 14th St. 
CHICKERING, EDWARD C— First Assistant Latin, Jamaica H. S. ; The Franklin, Jamaica, L. I. 

Tel. 385 Jamaica. 
CHILCOTT, CLIO M.— Assistant French, Washington Irving H. S. ; 66 St. James PI., Brooklyn. Tel. 

2241 Prospect. 
CHILDS, LELIA M— Assistant Mathematics, Girls' H. S. ; 1112 Dean St., Brooklyn. 
CHINNOCK, FLORENCE B— Assistant Elocution, Erasmus Hall H. S. ; 157 6th Ave., Brooklyn. Tel. 

5469-J Prospect. 
CHRYSTALL, MAURICE M.— Clerical Assistant, Stuvvesant H. S. ; 55 E. 101st St., Manhattan. 
CHURCHILL, MARTHA B— Assistant Latin, Wadleigh H. S. ; 611 W. 111th St. Tel. 4740 Morn- 
ingside. 
CLARK, CLINTON.— Assistant Mathematics, Boys' H. S. ; 195 Kingston Ave., Brooklyn. 
CLARK, CORA B. — Assistant Physical Training, Girls' H. S. ; 19 Arlington PI., Brooklyn. 
CLARK, EMMA K— Assistant Latin, Girls' H. S. ; 248A Monroe St., Brooklyn. 
CLARK, HENRY F— Assistant Mathematics, Curtis H. S. ; Simonson Ave., Stapleton, N. Y. Tel. 

185-W Tompkinsville. 
CLARK, JOHN A.— First Assistant Physics, Commercial H. S. ; 1411 Avenue I, Brooklyn. Tel. 6068-R 

Midwood. 
CLARK, JOHN HOLLEY— Principal, Flushing H. S. ; 231 Sanford Ave., Flushing, L. I. Tel. 493-M 

Flushing. 
CLARK, JOHN P.— Assistant Mathematics, Stuyvesant H. S. ; 15 Glenada PI., Brooklyn. Tel. 4400 

Bedford. 
CLARK, MARTHA M. — Assistant Latin and Greek, Wadleigh H. S. ; 44 N. Arlington Ave., East 

Orange, N. J. Tel. 2801 Orange. 

304 






H. S. T. A. BULLETIN 

CLARK, RANDOLPH F. — Assistant Mathematics, De Witt Clinton H. S. ; 194 Christie Heights St, 

Leonia, N. T. Tel. 745-M Leonia. 
CLARKE, ELEANOR P.— Assistant Latin, Julia Richman H. S. ; 243 Sanford Ave., Flushing, L. I. 

Tel. 532-J Flushing. 
CLARKE, HELEN MAC G — Assistant Mathematics, Morris H. S. ; 504 W. 112th St. Tel. 1095 

Morningside. 
CLARKE, MADGE S.— English, Eastern District H. S. ; 64 Montague St., Brooklyn. Tel. 2045 Main. 
CLARKE, TERESA A.— Clerical Assistant, Girls' H. S. ; 281 Van Buren St., Brooklyn. 
CLENDENIN, WM. W.— Second Assistant Physiography, Wadleigh H. S. ; 53 W. 104th St. 
CLINTON, MRS. FANNY L.— Assistant English, Girls' H. S. ; 19 Arlington PI., Brooklyn. 
CLINTON, EMMA A.— French and Spanish. Newtown H. S. ; 171 W. 73d St., Manhattan. 
CLOSE, MAUD M.— Assistant English, Curtis H. S. ; 351 Tompkins Ave., Tompkinsville, N. Y. Tel. 

348-T Tompkinsville. 
CLOUGH, HARVEY B.— Assistant Biology, H. S. of Commerce; 569 F. 185th St., Manhattan. Tel. 
CLOUGS, JESSIE L.— Assistant Drawing, Richmond Hill H. S. ; Richmond Hill, L. I. 
COAN. CHAS W. — Assistant Mechanical Drawing, Manual Training H. S. ; 627 Westminster Rd. Tel. 

4051-T Flatbush. 
COCHRAN, THOMAS— Assistant Phvsiographv, Girls' H. S. ; 301 Clermont Ave., Brooklyn. 
COFFIN, ISABELLE P.— Assistant English, Bay Ridge H. S. ; 116 Garfield PI., Brooklyn. 
COHEN, A. BRODERICK — Assistant German, Boys' H. S. ; 1787 Union St., Brooklyn. 
COHEN, BERTHA— Assistant Mathematics, Bushwck H. S. ; 5205 Third Ave., Brooklyn. 
COHEN, HARRY— Assistant Commercial Branches, H. S. of Commerce; 635 E. 169th St., The Bronx, 

N. Y. C. 
COHEN, HELEN LOUISE— Assistant English, Washington Irving H. S. ; 38 W. 93d St., Manhattan. 

Tel. 2688 Riverside. 
COHEN, LENA — Laboratory Assistant, Biology, Washington Irving H. S. ; 73 W. 30th St., Bay- 

onne, N. J. 
COHEN, MORRIS — Assistant Mathematics, Bushwick H. S. ; 289 Wyona St., Brooklyn. 
COHEN. SAMUEL— Assistant Commercial Branches, Morris H. S. ; 982 E. 165th St., The Bronx, 

N Y. C. 
COHN, ALBERT— Commercial Branches, Eastern District H. S. ; 2025 Madison Ave., Manhattan. Tel. 

4737 Harlem. 
COHN. LOUIS B — Assistant English Evander Childs H. S. ; 1182 West Farms Rd., New York. Tel. 

1384-R Melrose. 
COLBURN, MARY P.— Assistant English, Wadleigh H. S. ; Annex; 424 W. 119th St. Tel. 3350 Morn- 
ingside. 
COLE, BEULAH V.— Assistant Physiography, Julia Richman H. S. ; 128 W. 11th St., Manhattan. 

Tel. 661 Chelsea. 
COLEMAN, D. F. — Laboratory Assistant Chemistry, H. S. of Commerce; 7497 Amboy Rd., Tottenville, 

N. Y. Tel. 970-T Tottenville. 
COLLIER, KATHARINE B.— Teacher English, Bushwick H. S. ; 282 DeKalb Ave., Brooklyn. Tel. 

8055-W. Prospect. 
COLLIGAN, EUGENE A.— History, Eastern District H. S. ; 724 Benedict Ave., Woodhaven. 
COLLIGAN, EUGENE A. — Assistant History, Eastern District H. S. ; 724 Benedict Ave., Brooklyn. 
COLLINS, CATHERINE— Oratory, Newtown H. S. ; 615 W. 145th St., The Bronx, N. Y. C, 
COLLINS, JOHN A.— Office Assistant, H. S. of Commerce; 228 W. 10th St., Manhattan. 

7230 Audubon. 
COLONY. M. ELIZABETH— Assistant Physical Training, Manual Training H. S. ; 193 Park PI. Tel. 

755 Prospect. 
COLSTEN. ALBERT L.— First Assistant Mathematics, Manual Training H. S. ; 1556 73d St., Brook- 
lyn. Tel. 101 1-W Bath Beach. 
COMAN, CAROLINE— Assistant Mathematics, Wadleigh H. S. ; 356 W. 145th St. Tel. 900 Audubon. 
COMBS, ADELAIDE M. W.— Assistant Drawing, Bay Ridge H. S. ; 55 Bay 25th St., Brooklyn. 
CONANT, M. SYBIL — Assistant Shorthand and Typewriting, Bushwick H. S. ; 12 Clifton PL, Brooklyn. 

Tel. 6613 Prospect. 
CONLEY, WILLIAM E— Biology, Bushwick H. S. ; 1286 Tefferson Ave., Brooklyn. 
CONNELL, J. WESLEY— Assistant Latin, Erasmus Hall H. S. ; 33 Woodruff Ave., Brooklyn. 
CONNELLY. DOUGLAS L— Assistant Physics, De Witt Clinton H. S. ; 1470 Vyse Ave., Manhattan. 
CONNOR, EDITH B— Clerical Assistant, Bushwick H. S. ; 352 Carlton Ave., Brooklyn. 
CONROY, MARY S.— Substitute Biology, Curtis H. S. ; 26 Townsend Ave., Stapleton, N. Y. Tel. 

1648-W Tompkinsville. 
CONSALUS, MRS. FRANCES H— Assistant Domestic Arts, Washington Irving H. S. ; 33 Astor PI., 

Jersey City, N. T. Tel. 673-W Bergen. 
CONST ANTINE, HARRIET L — Assistant Latin, Morris H. S. ; 127 E. 146th St., Manhattan. Tel. 

1768 Murray Hill. 
COOK, CHAS. G.— Assistant Chemistry, Boys' H. S. ; 227A Monroe St., Brooklyn; Tel. 4065-J Bedford. 
COOLEY, GEORGE ELLIOTT— Assistant Physical Training, Stuyvesant H. S. ; 609 W. 127th St., 

Manhattan. Tel. 6204 Morningside. 
COON, CLIFFORD H.— Assistant Chemistry, Commercial H. S. ; 1032 E. 24th St. Tel. 848S-W Midwood. 
COPELAND, LILLIAN S. — Assistant Declamation Department, Washington Irving H. S. ; 401 W. 

118th St., Manhattan. Tel. 198 Morningside. 
CORBETT, JOSEPH S.— Assistant Mathematics, Stuyvesant H. S. ; 2549 Decatur Ave., The Bronx, 

N. Y. C. Tel. 6123-W Tremont. 
CORCILIUS, INEZ— Assistant Latin, Curtis H. S. (Totttenville Annex) ; 579 Elliott Ave., Totten- 
ville, S. I. Tel. 1095-W Tottenville. 
CORCILIUS, JOSEPHINE— Assistant Modern Languages, Jamaica H. S. ; 28 Hardenbrook Ave., 

Jamaica, L. I. 
CORLISS, CHARLES E.— Assistant Accounts, Commercial H. S. ; 1295 Park PI., Brooklyn. Tel. 4369-R 

Bedford. 
CORNELL, CHARLES F.— Assistant Mathematics, Stuyvesant H. S. ; 33 Alsop St., Jamaica, L. I. 

Tel. 161 7- J Jamaica. 
CORNISH, ROBERT H.— First Assistant and Head of Department of Physics, Wadleigh H. S. ; 211 

305 



HIGH SCHOOL DIRECTORY 

COSTER, SILVIE DE G — Assistant Drawing, Evander Childs H. S. ; 600 E. 167th St., The Bronx, 

N. Y. C. 
COTTER, JULIA J.— Assistant English, Manual Training H. S. ; 384 E. 18th St., Brooklyn. 
COUCH, ANNE M.— Assistant History, Girls' H. S. ; 934 Sterling PI., Brooklyn. 
COURTNEY, BERTHA F.— Assistant Stenography and Typewriting, Bryant H. S. ; 160 E. 91st St., 

Manhattan. Tel. 2430 Lenox. 
COVELLO, LEONARD.— Assistant French, Bay Ridge H. S. ; 445 W. 124th St., New York City. 
COWAN, GEORGIA C. — Assistant Drawing, Washington Irving H. S. ; 14 Saint James PL, Brooklyn. 
COWLES, CLARENCE E.— Assistant Accounts, Commercial H. S. ; 421 Hart St., Brooklyn. 
CRAFT, ANNA W— Drawing, Newtown H. S. ; Glen Cove, L. I. 
CRANE, ELIZABETH E— Assistant Art, Wadleigh H. S. ; 478 William St., E. Orange, N. J. Tel. 

4195 W. Orange. 
CRANE, ELLA G. — Assistant History, Erasmus Hall H. S. ; 33 Linden Ave., Brooklvn. 
CRANE, EMMA H. — Assistant Domestic Science, Washington Irving H. S. ; 478 William St., East 

Orange, N. J. Tel. 4195-W East Orange. 
CRANE, WILLIAM A.— First Assistant in Charge, Vice-Principal, Curtis H. S. (Rosebank Annex) ; 

15 Claremont Ave., Manhattan. Tel. 5136 Morningside. 
CRANDALL, ERNEST L. — Assistant German, Washington Irving H. S. ; 664 Lafayette Ave., Brooklyn. 

Tel. 1026 Bedford. 
CRAVER, E. H. — Assistant Stenography and Typewriting, H. S. of Commerce; 16 Woodcrest Ave., 

White Plains, N. Y. 
CREMINS, JULIA C— Assistant Drawing, Wadleigh H. S. ; 356 E. 57th St. 
CRENNAN, MARGARET A.— Assistant Stenography, Curtis H. S. ; Harbor View Court, Tompkins- 

ville, N. Y. Tel. 365-R Tompkinsville. 
CRIM, ADELAIDE — Assistant Elocution and English, Far Rockaway H. S. ; 32 Nostrand Ave., Far 
CROCKER, NELLIE J.— Assistant German, Julia Richman H. S. ; 414 W. 121st St., Manhattan. Tel. 

7830 Morningside. 
CROCKETT, ESTHER M.— Assistant English, Erasmus Hall H. S. ; 154 Parkside Ave., Brooklyn. 
CROOKE, MAXWELL 9.— Physical Training, Newtown H. S. ; 184 Georgia Ave., Brooklyn. 
CROWLEY, ISABELLE A.— Clerical Assistant, Washington Irving H. S. ; 71 E. 87th St., Manhattan. 

Tel. 8620 Lenox. 
CUNNINGHAM, MAUD— Assistant History, Erasmus Hall H. S. ; 815 Ocean Ave., Brooklyn. 
CURRIE, THOMAS H — Assistant Physics, De Witt Clinton H. S. ; 344 Harrison Ave., Hasbrouck 

Heights, N. T. Tel. 136-M Hasbrouck Heights. 
CURRIER, CLARA L— Assistant Drawing, Erasmus Hall H. S. ; 749 Ocean Ave., Brooklyn. Tel. 970 

Flatbush. 
CURTIS, HENRY S.— Assistant Physics, Boys' H. S. ; Terrace Ave., Jamaica, L. I. Tel. 312-W 

Jamaica. 
CURTIS, OSBORN M.— Assistant Historv, Curtis H. S. ; Walden, N. Y. Tel. 530 Tompkinsville. 
CUSHMAN, EARL L— Assistant German (chairman), Girls' H. S. ; 286 St. Johns PI., Brooklyn. 

Tel. 2602 Prospect. 
CUTLER, SANFORD L.— Assistant Latin, Morris H. S. ; 103 W. Tremont Ave., The Bronx, N. Y. C. 

Tel. 31S-W Tremont. 

D 



DALEY, HELEN S. — Assistant Drawing, Washington Irving H. S. ; 296 Lafayette Ave., Brooklyn. 

3791 Prospect. 
DAME, LYDIA M.— Assistant Latin, Girls' H. S. ; 92 Gates Ave., Brooklyn. 
DANIELS, ERNEST DARWIN.— Assistant in Latin, Boys' H. S. ; 157 Midwood St., Brooklyn. Tel. 

1707-W. Flatbush. 
DARRIN, MRS. M. R — Assistant Physiography, Bryant H. S. ; 523 W. 121st St., Manhattan. Tel. 

5271 Morningside. 
DAVIDOFF, HENRY— Assistant English, Stuyvesant H. S. ; 1956 Crotona Parkway, The Bronx. 

N. Y. C. Tel. 2275 Tremont. 
DAVIDSON, HENRY— Assistant German, De Witt Clinton H. S. ; 832 E. 165th St., Manhattan. Tel. 

3585-W Melrose. 
DA VIES, REBECCA H.— Assistant History, Girls' H. S. ; 218 St. James PI., Brooklyn. 
DAVENPORT, FLORENCE— Latin, Eastern District H. S. ; 771 Lincoln PI., Brooklyn. Tel. 7108-T 

Bedford. 
DAVENPORT, MARGERY— Substitute Biology, Wadleigh H. S. ; Bolton Road, Manhattan. Tel. 7530 

Audubon. 
DAVIS, ALICE— Assistant History, Wadleigh H. S. 23 Nagle Ave. Tel. 7050 Audubon. 
DAVIS, EUNICE M. — Assistant Mathematics, Manual Training H. S. ; 203 Underhill Ave., Brooklyn. 

Tel. 7116 Prospect. 
DAVIS, FRANK L. (Miss)— Assistant English, Girls' H. S. ; 988 Bergen St., Brooklyn. Tel. 5610 

Prospect. 
DAVIS, GENEVIEVE V.— Assistant Drawing, Wadleigh H. S. ; 352 Manhattan Ave. 
DAVIS, JENNIE M.— Assistant History, Erasmus Hall H. S. ; Hotel St. George, Brooklyn. 
DAVIS, TOSIE A. — First Assistant Ancient Languages, Morris H. S. ; 416 W. 118th St., Manhattan. 

Tel. 3502 Morningside. 
DAVIS. MARTHA M. — Assistant English, Washington Irving H. S. ; 209 Barbey St., Brooklyn. 

Tel. 2269-W East New York. 
DANN, MATTHEW L.— Assistant History, Commercial H. S. ; 520 Greenwood Ave., Richmond Hill. 
DEAN, NELLIE — Assistant Domestic Science, Washington Irving H. S. ; 54 W. 82d St., Manhattan. 

Tel. 1018-2 Schuyler. 
DEAN, PHILIP R. — First Assistant Mathematics, Curtis H. S. ; 73 Sherman Ave., Tompkinsville, N. Y. 

Tel. 639-W Tompkinsville. 
DECKER, NICHOLAS P.— Assistant Mathematics, De Witt Clinton H. S. ; 930 St. Nicholas Ave., 

Manhattan. 

306 



H. S. T. A. BULLETIN 

DEIHL, FRANK E. — Assistant Commercial Branches, Flushing H. S. ; 50 Chestnut St., Flushing, L. I. 

Tel. 482-W Flushing. 
DEIXEL, A. — Assistant Latin, De Witt Clinton H. S. ; Central Ave., cor. N. Sth St., Newark, N. J. 
DELANEY, EDWARD C. — Assistant History, De Witt Clinton H. S. ; 101 W. 75th St., Manhattan. 

Tel. 7868 Schuyler. 
DELANO, GRACE — English, Eastern District H. S. ; 512 Lexington Ave., Brooklyn. Tel. 1784-W 

Bedford. 
DELANO, SALLY H.— Assistant Latin, Wadleigh H. S. ; 401 W. 118th St. Tel. 198 Morningside. 
DEMAREST, PETER E — Principal, 11 E. 87th St. Tel. 2961 Lenox. 

DEMPSEY, JOSEPHINE A.— Substitute Latin, Bushwick H. S. ; 467 Fifty-fifth St., Brooklyn. Tel. 
DENBIGH, JOHN H — Principal, Morris H. S. ; 2676 Creston Ave., The Bronx, N. Y. C. Tel. 2098-W 

Tremont. 
DENENHOLZ, ALEXANDER— Assistant Stenography, Commercial H. S. ; 473 Hancock St., Brooklyn. 

5126-W. Sunset. 
DENFELD, CHARLOTTE S. — Assistant German, Girls' H. S. ; 1304 Dean St., Brooklyn. 
DENIS, BERTHA — Assistant Mathematics, Wadleigh H. S. ; 401 W. 117th St. Tel. 1100 Morningside. 
DENNIS, JULIA BARCLAY, Assistant German, Erasmus Hall H. S. ; Franklin Arms, 66 Orange St., 

Brooklyn. 
DESHEL, M. C— Substitute Mathematics, De Witt Clinton H. S. ; 646 E. 183d St., Manhattan. Tel. 

1163 Tremont. 
DE MERS, ADRIENNE V. — Assistant Stenography, Washington Irving H. S. ; 40 Gramercy Park, 

Manhattan. Tel. 2309 Gramercy. 
DE WITT, LOUISE L — Assistant English, Bushwick H. S. ; 140 Herkimer St., Brooklyn. 
DICKE, CORNELIA A.— Assistant English, Wadleigh H. S. ; 648 W. 158th St. Tel. 47 Audubon. 
DICKINSON, HENRY N — Assistant Latin, Manual Training H. S. ; 195 Kingston Ave., Brooklyn. 

Tel. 1352-T Bedford. 
DICKSON, T — Assistant History, Brvant H. S. ; 401 W. 118th St., Manhattan. Tel. 198 Morningside. 
DICKLER, NATHAN N.— Assistant Mathematics, Manual Training H. S. ; 1271 37th St., Brooklyn. 
DICKMAN, MARY B.— Assistant Girls' Shop, Manual Training H. S. ; 566 Carlton Ave., Brooklyn. 

Tel. 3474-W Prospect. 
DIEDRICH, MARIE M — Assistant French, Morris H. S. ; 2394 7th Ave., Manhattan. Tel. 1970 

Audubon. 
DTETRICH, BERTHA K— Laboratory Assistant Biology, Girls' H. S. ; 204 Macon St., Brooklyn. 
DIKE, MARGARET LORING— Assistant Domestic Science, Wadleigh H. S. ; 15 E. 38th St. Tel. 560 

Murray Hill. 
DILGER, MARIE— Assistant Modern Languages, Jamaica H. S. ; .588 Park PI., Brooklyn. Tel. 5734 

Prospect. 
DITHRIDGE, LOUISE M.— Assistant, Washington Irving H. S. ; 734 Van Nest Ave., The Bronx, 

N. Y. C. 
DITHRIDGE, RACHEL L — Elocution, Eastern District H. S. ; 1114 E. 18th St., Brooklyn. 
DIXON, CHARLES E.— Latin, Eastern District H. S. ; 391 E. 15th St., Flatbush. 
DIXON, CHARLES E— First Assistant Latin and Greek, Eastern District H. S. ; 391 E. 15th St., 

Brooklyn. 
DOBBINS, CHRISTINE M.— Assistant Physical Training, Wadleigh H. S. ; 410 W. 115th St. Tel. 

9736 Morningside. 
DODD. MINERVA K.— Substitute Art Department, Washington Irving H. S. ; 129 Midland Ave., East 

Orange, N. J. 
DOGGETT, ALLEN B.— Assistant Drawing, Erasmus Hall H. S. ; 466 E. 17th St., Brooklyn. 
DOHERTY, HELEN FRANCES— Assistant English, Washington Irving H. S. ; 72 S. 12th St., New- 
ark, N. J. 
DOLGENAS. JACOB A. — Assistant Mathematics, Washington Irving H. S. ; 1771 Madison Ave., Man- 
hattan. Tel. 7146 Harlem. 
DONALDSON, GEORGE— Assistant Physiology, De Witt Clinton H. S. ; 371 W. 117th St., Manhattan. 

Tel. 5350 Morningside. 
DONNELLY, JOSEPH P.— Assistant Music (Chairman), De Witt Clinton H. S. ; 409 W. 129th St., 

Manhattan. Tel. 8500 Morningside. 
DONNER, H. MONTAGUE— Assistant French and German, De Witt Clinton H. S. ; 622 W. 114th St., 

Manhattan. Tel. 2884 Morningside. 
DONOVAN, HERBERT D. A.— Assistant History, Commercial H. S. ; 1210 Sterling PI., Brooklyn. 
DOWNING. GEORGE B.— Assistant Mathematics, Boys' H. S. ; 966 St. Marks Ave., Brooklyn. 
DOYLE, THOMAS L.— Assistant Teacher English, Bovs' H. S. ; 356 Halsey St., Brooklyn. 
DONVAN, WALTER L— Assistant Biologv, Commercial H. S. ; 1848 Bathgate Ave., Bronx. 
DORFMAN, WALDEMAR L,— Assistant French, Stuyvesant H. S. ; 783 Beck St., The Bronx, N. Y. C. 
DOTEY, AARON I.— Assistant Latin (Chairman Dept.), De Witt Clinton H. S. ; 34 Ft. Charles PI., 
DOTY, ELEANOR STRANAHAN— Assistant English, Wadleigh H. S. ; 114 Morningside Drive. Tel. 

320 Morningside. 
DOWELL, PHILIP — Assistant Biology, Curtis H. S. (Rosebank Annex) ; 86 Bond St., Port Rich- 
mond, N. Y. 
DOUGLAS, CHARLES H. J.— First Assistant English, Washington Irving H. S. ; 815 Marcey Ave., 

Brooklyn. 
DOUGLAS, CLARA M. — Assistant French, Erasmus Hall H. S. ; 255 Steuben St., Brooklyn. 
DOX, ELMER A.— Assistant Latin, Erasmus Hall H. S. ; 316 E. 25th St. 
DOWD, MARY T. — Assistant Domestic Science, Washington Irving H. S. ; 22 Pierrepont St., Brooklyn. 

Tel. 4134 Main. 
DOWDEN, FLORENCE A.— Library Assistant, Wadleigh H. . S. ; 547 W. 123rd St. Tel. 5280 Morn- 
ingside. 
DOWNEY, FRANK— Assistant Music. Stuyvesant H. S. ; 42 Van Buren St., Brooklyn. 
DRAKE, R. W. — Assistant Drawing, Wadleigh H. S. Annex; 547 W. 123rd St. Tel. 5280 Morningside, 
DREYFUS, JEANNE— French, Eastern District H. S. ; 64 W. 82d St., Manhattan. 
DUNBAR, WIILLIAM F. — Assistant History, Stuyvesant H. S. ; 1083 E. 40th St., Brooklyn 
DUNCAN, WILLIAM H., JR.— Librarian, Commercial H. S. ; 108 Woodruff Ave., Brooklyn. 
Marble Hill, Manhattan. Tel. 764 Marble Hill. 

307 



HIGH SCHOOL DIRECTORY 

DUNFORD, HONORA A.— Assistant Domestic Arts, Washington Irving H. S. ; 505 W. 122d St., 

Manhattan. Tel. 9351-W Morningside. 
DURAND, WILLIAM B.— Assistant Physical Training, Bushwick H. S. ; 260 Gates Ave., Brooklyn. 

Tel. 7186 Prospect, Ext. 32. 
DURFEE, CLAYTON G.— Assistant English (in charge of Fordham Annex) Evander Childs H. S.; 

2247 Valentine Ave., The Bronx, N. Y. C. Tel. 3007-J Fordham. 
DURKEE, ERNEST S — Assistant Mathematics, Stuyvesant H. S. ; 14 S. 10th Ave., Mt. Vernon, 

N. Y. Tel. 1384-W Mt. Vernon. 
DUURLOO, WILHELMINE H.— Assistant German, Girls' H. S. ; 427 Nostrand Ave., Brooklyn. 
DUSCHATO, ALFRED— Laboratory Assistant Biology, H. S. of Commerce; 493 Fletcher PI., The 

Bronx, N. Y. C. 
DWYER, ELEANOR— Assistant English, Erasmus Hall H. S. ; 531 3d St., Brookyln. Tel. 3668 South. 



85th St., Manhattan. 
1418 E. 17th St., Brooklyn. 
Erasmus Hall H. S. ; 1418 



I. 

Tel. 



4335 



Tel. 101-J 
Tel. 



EASTMAN, MARJORIE McCLINTOCK— Assistant English, Wadleigh H. S. ; 504 W. 143rd St. Tel. 

1180 Audubon. 
EATON, CLARA C. — Assistant Mathematics, Washington Irving H. S. ; 206 W. 39th St., Manhattan. 
EDDY, ELISE S.— Assistant Mathematics, Bay Ridge H. S. ; 23 Prospect PI., Brooklyn. 
EDDY, WALTER H.— First Assistant Biology, H. S. of Commerce; 387 Lafayette Ave., Brooklyn. 

Tel. 2567-R Prospect. 
EDELSON, EMANUEL M— Assistant Commercial Branches, Bay Ridge H. S. ; 1076 E. 15th St., 

Brooklyn. 
EDGE, FLORENCE— Assistant English, Washington Irving H. S. ; 340 W. 
EDGELL, FRANK DEXTER— Assistant Mathematics, Erasmus Hall H. S. 
EDGELL, GATHERINE C. (Mrs. F. D.)— Assistant Physical Training, 

E. 17th St., Brooklyn. 
EDGERTON, MYRA T.— Assistant History, Tamaica H. S. ; 4630 Central Ave., Richmond Hill, L. I. 
EDMUNDS, MAUDE A.— Assistant Physical' Training, Evander Childs H. S. ; Ardsley, N. Y. Tel. 

171 Dobbs Ferry. 
EDWARDS, MINNA H.— Assistant German, Washington „ Irving H. S. ; 202 W. 74th St., Manhattan. 

Tel. 3948 Columbus. 
EDWARDS. SIDNEY— Assistant Boys' Shop, Manual Training H. S. ; 378 Halsey St., Brooklyn. Tel. 

2134-J Bedford. 
EDWARDS, WILLIAM H., Assistant Latin, Boys' H. S. ; 363 Grand Ave., Brooklyn. 
EELLS, BURR GOULD— Assistant German, Commercial H. S. ; 1461 President St., Brooklyn. Tel. 

7686-M Bedford. 
EGGLESTON, CHARLOTTE— Mathematics, Newtown H. S. ; 97 Cook Ave., Elmhurst, L 
ELLERT, J. F.— Assistant Physical Culture, Bryant H. S. ; 243 W. 107th St., Manhattan. 

Riverside. 
ELLIS, SOPHIA— Assistant Latin, Girls' H. S. ; 60 Clark St., Brooklyn. 
ELTING, MABEL— Assistant English, Manual Training H. S. ; 187 Emerson PI., Brooklyn. 
ELLARD, CHARLES H— Assistant Chemistry, Stuyvesant H. S. ; Great Neck, L. I. 

Great Neck and 4446 Cortland. 
ELLIOT, LILIAN M.— Assistant English, Wadleigh H. S. ; The Ferncliff, 120th St. and 7th Ave 

3358 Morningside. 
ELKAN, HERMAN M.— Assistant Mathematics, Morris H. S. ; 948 Tiffany St., The Bronx, N. Y. C. 

Tel. 6081 Met. 
ELLSWORTH, SANFORD J.— Principal, Far Rockaway H. S. ; 78 Oak St., Far Rockaway, N. Y. 

Tel. 455 Far Rockaway. 
ELMER, CLEMENT G. — First Assistant German, Stuyvesant H. S. ; 415 Washington Ave., Brooklyn. 
ELTZNER, DOROTHEA— Assistant German, Washington Irving H. S. ; 114 E. 54th St., Manhattan. 
ELY, JEAN— Librarian, Flushing H. S. ; 18 Ash St., Flushing, L. I. Tel. 1477-J Flushing. 
EMERY, STEPHEN— Assistant Mathematics, Richmond Hill H. S. ; 412 Welling St., Richmond Hill, 

L. I. Tel. 1450-W Richmond Hill. 
EMMOUS, FRED E. — Assistant Physics, Morris H. S. ; 29 Maple Terrrace, East Orange, N. J. 
ENNIS, AGNES A. — Assistant Stenography, Washington Irving H. S. ; 400 W. 152d St., Manhattan. 

716 Audubon. 
ENNIS, MARY G— Assistant Music, Eastern District H. S. ; 31 First PI., Brooklyn. Tel. 1486 Ham- 
ilton. 
ENNIS, MARY G — Music, Eastern District H. S. ; 31 First PI., Brooklyn. 
ERALE, WILLIS — Assistant English, Erasmus Hall H. S. ; 119 Montague St., Brooklyn. 
EKJSTST, FREDERIC— Assistant English, Morris H. S. ; 1382 Plimpton Ave., The Bronx, N. Y. C. 
ERHARDT, HELEN — Assistant English, Bryant H. S. ; 1062 Herkimer St., Brooklyn. 
ERWIN, EDWARD J. — Assistant Engineer, De Witt Clinton H. S. ; 1120 Amsterdam Ave., Manhattan. 
ESSELSTYN, HENRY H.— Assistant English, Boys' H. S. ; 399 Lafayette Ave., Brooklyn. Tel. 1399- 

M. Prospect. 
ESTES, CHARLES S — Assistant Latin, Erasmus Hall H. S. ; 275 St. James PL, Brooklyn. 
EVANS, WILLIAM F— Assistant Physics, Girls' H. S. ; 11 McDonough St., Brooklyn. 
EVANS, AUSTIN H.— Assistant Latin, Morris H. S. ; 795 Crotona Park North, The Bronx, N. Y. C. 

Tel. 5614 Tremont. 
EVERETT, EDITH M.— Assistant English, Erasmus Hall H. S. ; 68 Buckingham Rd., Brooklyn. 

3708-J Flatbush. 
EVERSON, ANNA— Assistant Biology, Manual Training H. S. ; 2100 Albemarle Rd., Brooklyn. 

3991-W Flatbush. 
EVERY, ELIZABETH— Assistant English, Flushing H. S. ; 72 Whitestone Ave., Flushing, L. I. 

1526-W Flushing. 
EVINS, DORA R. — Assistant Mathematics, Manual Training H. S. ; 116 Hawthorne St., Brooklyn. 

585-M Flatbush. 

308 



Tel. 
Tel. 



Tel. 
Tel. 






H. S. T. A. BULLETIN 



FAIRCHILD, RALPH P.— Assistant Physical Training, Boys' H. S. ; 1035 E. 94th St., Brooklyn. 
FAIRLEY, WILLIAM, Ph.D.— Principal (History), Commercial H. S. ; 195 Kingston Ave., Brooklyn. 

Tel. 5593 Bedford. 
FAIRLEY, EDWIN— First Assistant English, Jamaica H. S. ; 282 Quincy St., Brooklyn. Tel. 6482-W 

Bedford. 
FALION, GEORGE M.— Assistant Latin, Btishwick H. S. ; 78 Seventy-second St., Brooklyn. Tel. 

2232- W. Bay Ridge. 
FALK, LOUIS J. — Assistant Commercial Branches, Washington Irving H. S. ; 622 W. 137th St., Man- 
hattan. 
FALK, MRS. ANNA A.— Assistant English, Morris H. S. ; 1043 Trinity Ave., The Bronx, N. Y. C. 
FANNING, GRACE M. W. — Assistant History, Manual Training H. S. ; 97 Clark St. Brooklyn. Tel. 

4718 Main. 
FARRANT, LOUISE G. — Assistant Latin, Girls' H. S. ; 62 Montague St., Brooklyn. 
FARRAR, PRESTON C— First Assistant English, Erasmus Hall H. S. ; 421 E. 18th St., Brooklyn. 

Tel. 3588-M Flatbush. 
FAULKNER, EUNICE F — Assistant Drawing, Eastern District H. S. ; 50 W. 9th St., Manhattan. Tel. 

1412 Gramercy. 
FAULKNER, EUNICE F.— Drawing, Eastern District H. S. ; 50 W. 9th St., Manhattan. Tel. 1412 

Gramercy. 
FAUST, CHARLOTTE C— Assistant German, Bay Ridge H. S. ; 1025 Lincoln PL, Brooklyn. 
FAY, CHARLES R. — Assistant Economics and History, Erasmus Hall H .S. ; Crescent Athletic Club, 

Brooklyn. Tel. 3803 Main. 
FEDTER, BRUNO — Assistant Modern Languages, H. S. of Commerce; 223 Bedford Park Blvd., The 

Bronx, N. Y. C. 
FELDMAN, DANIEL D.— Principal, Curtis H. S. ; 255 Hamilton Ave., New Brighton, N. Y. Tel. 

1537 Tompkinsville. 
FELTER, DR. WILLIAM L.— Principal, Girls' H. S. ; 996 Sterling PL, Brooklyn. School Tel. 372 

Bedford. 
FENNEBRESOUE, LOUIS— Assistant French, Jamaica H. S. ; Floral Park, L. I. 

FERG ENS EN," ETHEL— Clerical Assistant, Eastern District H. S. ; 37 Edward St., Ridgwood, N. J. 
FERRIS, MARY D— Assistant Drawing, Jamaica H. S. ; 31 W. 11th St., Manhattan. Tel. 635 Chelsea. 
FERRiS, LAURA C. — Art Department, Washington Irving H. S. ; 54 Morningside Drive, Manhattan. 
FERRO, HELENE— Assistant English, Washington Irving H. S. ; 170 W. 89th St., Manhattan. Tel. 

6237 Riverside. 
FERRY, ALICE M.— Assistant Greek, Flushing H. S. ; 201 Sanford Ave., Flushing, L. I. Tel. 270 

Flushing. 
FERRY, ORLANDO E— Assistant English, Erasmus Hall H. S. ; 1609 Nottingham Rd., Brooklyn. Tel. 

7653-J Midwood. 
FETTE, ELIZABETH W— Assistant German, Washington Irving H. S. ; 53S W. 135th St., Manhattan. 

Tel. 4357 Morningside. 
FINCH, MRS. ANNA OGDEN— Assistant Physics, Bryant H. S. ; 345 W. 70th St., Manhattan. Tel. 

2223 Columbus. 
FILFUS, NATHANIEL — Assistant Commercial Branches, Julia Richman H. S. ; 1690 Lexington Ave., 

Manhattan. Tel. 3661 Harlem. 
FINNEGAN, WILLIAM E— Assistant Stenography, Commercial H. S. ; 1199 Bergen St., Brooklyn. 
FISCHER, PHILIP— Assistant Freehand Drawing, Stuyvesant H. S. ; 137 W. 141st St., Manhattan. 

Tel. 7480 Audubon. 
FISH, ALANSON L.— Assistant Physical Training, Flushing H. S. ; 51 Burling Ave., Flushing, L. I. 
FISHER, WILLIAM W— First Assistant English, Boys' H. S. ; 828 Lincoln PL, Brooklyn. Tel. 6250-J. 

Bedford. 
FINK, FREDERICK W.— Assistant German, Stuyvesant H. S. ; Hastings-on-Hudson, N. Y. 
FINNEY, ARTHUR E. — Assistant Spanish, Commercial H. S. ; 66 Livingston St., Brooklyn. 
FINNIGAN, JAMES J.— Assistant French, Richmond Hill H. S. ; 256 Greenway South, Forest Hills 

Gardens, Elmhurst, L. I. Tel. 6214-W Forest Hills. 
FIRMAN, ARTHUR B.— Assistant Biology, H. S. of Commerce; Saratoga Ave., Yonkers, N. Y. 
FISH, ALANSON L. — Assistant Physical Training, Far Rockaway H. S. ; 51 Burling Ave., Flushing 

N. Y. 
FISHER, RUTH B.— Assistant Biology and Physiography, Curtis H. S. ; Hotel McAlpin, Manhattan 

(winter). Tel. Greeley 5700. 136 Stuyvesant PL, New Brighton, N. Y. (summer). Tel. 194 

Tompkinsville. 
FLANAGAN, WILLIAM— Assistant Stenography, Curtis H. S. ; 316 E. 50th St., Manhattan. 
FLANDERS, ADDIE E. — Assistant Latin and German, Far Rockaway H. S. ; 292 Broadway, Far 

Rockaway, N. Y. 
FLATOW, JACOB — Assistant Modern Languages, H. S. of Commerce; 234 St. James PL, Brooklyn. 

Tel. 3225 Prospect. 
FLEISCHER, EDWARD— Mathematics, Bushwick H. S. ; 490-A Jefferson Ave., Brooklyn. 
FLEISSNER, GUSTAV L— Assistant Chemistry, De Witt Clinton H. S. ; 1175 Wyatt St., Bronx. 
FLINT, ARTHUR H— Assistant Drawing, Richmond Hill H. S. ; 92 Beechknoll Rd., Forest Hills, 

L. I. Tel. 6369 Forest Hills. 
FLINT, GEORGE C— Assistant Music, Boys' H. S. ; Union Ave., Little Falls, N. J. N. Y. Tel. Co. 

48-W. 
FLINT, THOMAS.— Teacher Latin, Boys' H. S. ; 515 Clinton Ave., Brooklyn. Tel. 5735 Prospect. 
FLYNN, OSCAR C— Assistant Chemistry, H. S. of Commerce; 43 William St., East Orange, N. J. 

Tel. 686-W Orange. * 

FOLEY, HENRY J. — Assistant Commercial Branches Bushwick H. S. 

FOOTE, CARLTON A.— Assistant Latin, De Witt Clinton H. S. ; 32 W. 123d St., Manhattan. 
FOOTE, EDMUND W.— Assistant History, De Witt Clinton H. S. ; 93 Lincoln St., Montclair, N. J. 

Tel. 2685-W Montclair. 
FONTAINE, ANDRE C— Assistant French, Boys' H. S. ; Roslyn, L. I. Tel. 176 Roslyn. 

309 



HIGH SCHOOL DIRECTORY 

FORBES, ABBEY BEAL— Assistant English, Richmond Hill H. S. ; 161 Lefferts Ave., Richmond Hill, 

L. I. Tel. 2829-W Richmond Hill. 
FORCIER, L. ETHEL — Assistant English, Erasmus Hall H. S. ; 34 Maple Court, Brooklyn. 
FORD, CELIA— First Assistant Latin, Girls' H. S. ; 1228 Pacific St., Brooklyn. 
FORD JESSIE FRANCES (MRS.)— First Assistant and Head of Department of English, Wadleigh 

H. S. ; Hastings-on-Hudson, N. Y. Tel. 757 Hastings. 
FOSTER, EDWIN W. — Assistant Boys' Shop, Manual Training H. S. ; Central Park, Nassau Co., N. Y. 
FOSTER, HAROLD E. — Assistant English, Morris H. S. ; 434 E. 4th St., Mt. Vernon, N. Y. Tel. 

1330-J. 
FOSTER, OSCAR R. — Assistant Physical Science, Manual Training H. S. ; 203 8th Ave., Brooklyn. 
FOSTER, SARAH P. — Assistant Stenography, Erasmus Hall H. S. ; 815 Ocean Ave., Brooklyn. 
FOSTER, WALTER E. — First Assistant Classical Languages, Stuy.vesant H. S. ; 611 W. 158th St., 

Manhattan. Tel. 5600 Audubon. 
FOSTER, W. L. — Assistant Phvsical Training, H. S. of Commerce: 454 McDonough St., Brooklyn. 
FOX, ETTA B — Teacher in Training, Latin, Wadleigh H. S. ; 581 W. 161st St. Tel. 500 Audubon. 
FOX, MRS. ALICE E. — Assistant Drawing, De Witt Clinton H. S. ; 175 Claremont Ave., Manhattan. 

Tel. 5750 Morningside. 
FOY, ROSE L.— Assistant Domestic Art, Wadleigh H. S. ; 24 W. 75th St. Tel. 4584 Columbus. 
FOX, S. WORDSWORTH— Assistant Commercial Branches, Washington Irving H. S. ; 418 W. 130th 

St., Manhattan. Tel. 8500 Morningside. 
FOUNTAIN, EMMA A.— Assistant English, Flushing H. S. ; 91 Prospect Ave.. Flushing, L. I. 
FRAME, RACHEL M.— Substitute Declamation Department, Washington Irving H. S. ; 27 S. 13th Ave., 

Mt. Vernon. N. Y. 
FRANCE, SANFORD D. — Assistant Mathematics, Boys' H. S. ; 256 Lefferts Ave., Brooklyn. 
FRANCIS, CAROLYN LOUISE— Assistant Mathematics, Bushwick H. S. ; 1151 Dean St., Brooklyn. 

Tel. 5100 Bedford. 
FRANK, CHARLES L.— Assistant Phonography, Washington Irving H. S. ; 537 W. 149th St., Man- 
hattan. Tel. 2040 Audubon. 
FRANK, COLMAN D— First Assistant French, De Witt Clinton H. S. ; 3115 Broadway, Manhattan. 

Tel. 3943 Morningside. 
FRANK, MAUDE — Assistant English, De Witt Clinton H. S. ; 50 Morningside Drive, Manhattan. 
FRANK E, CLARA E.— Assistant German, Morris H. S. ; 423 W. 118th St., Manhattan. Tel. 2530 

Morningside. 
FRASER, EFFIE— Assistant Latin, Morris H. S. ; 436 Ft. Washington Ave., Manhattan. 
FREEBORN, FRANK W— Assistant Latin, Boys' H. S. ; 306 Halsey St., Brooklyn. Tel. 2834-R. 

Bedford. 
FREEBERG, SIGRID C— Assistant Mathematics, Manual Training H. S. ; 1226 Atfield Ave., Rich- 
mond Hill, L. I. 
FREEMAN, BENJAMIN— Assistant Commercial Branches, Washington Irving H. S. ; 897 Beck St., 

The Bronx, N. Y. C. Tel. 3452 Melrose. 
FREEMAN, MARY L. — Assistant Commercial Branches, Washington Irving H. S. ; 262 W. 99th St., 

Manhattan. Tel. 5324 Riverside. 
FREESTON, MARY C— Assistant Physical Training, Morris H. S. ; 405 W. 118th St., Manhattan. 
FRENCH, LINDA M.— Assistant German, Curtis H. S. ; 26 Stuyvesant PI., New Brighton, N. Y. 
FRERICHS, HARRISON— Assistant Freehand Drawing, Manual Training H. S. ; 408 W. 150th St., 

Manhattan. Tel. 6410 Audubon. 
FRITZ, HENRY E.— Assistant Freehand Drawing. Stuyvesant H. S. ; 29 2d Ave., North Pelham, N. Y. 
FROST, MADELINE A.— Assistant Elocution, Erasmus Hall H. S. ; 397 Park PI., Brooklyn. Tel. 

4685-M Prospect. 
FUESLEIN. TRMA— Assistant Domestic Arts, Washington Irving H. S. ; 888 E. 176th St., The Bronx, 

N. Y. C. Tel. 3260 Tremont. 
FULLER, ROBERT W.— First Assistant Chemistry, Stuyvesant H. S. ; 947 Woodcrest Ave., New 

York City. 



GAGE, STANLEY A.— Assistant Manual Arts (Metal Work), Stuyvesant H. S. ; 110 Mt. Joy PL, 
New Rochelle. N. Y. Tel. 456-W New Rochelle. 

GALLAGHER, ELLEN M— Assistant Latin, Curtis H. S. ; 332 W. 56th St., Manhattan. 

GALLAGHER, MARGARET F— Assistant Commercial Branches, Washington Irving H. S. ; 168 
W. 81st St.. Manhattan. 

GALLOWAY, IDA GRAY— First Assistant History, Washington Irving H. S. ; 609 W. 127th St., Man- 
hattan. Teel. 6204 Morningside. 

GAMBIER, LOUISE M. — Assistant French, Bryant H. S. ; 351 Lexington Ave., Manhattan. Tel. 2437 
Murray Hill. 

GAMMON, MONTAGUE— Assistant Physical Training, Richmond Hill H. S. ; 680 Hamilton Ave., 
Richmond Hill, L. I. 

GANO, LINA E.— Assistant History. Wadleigh H. S. ; 401 W. 118th St. Tel. 198 Morningside. 

GARDNER, FRANK A. — Assistant Machanical Drawing, Stuyvesant H. S. ; 415 W. 118th St., Man- 
hattan. Tel. 511 Morningside. 

GARDNER, GERTRUDE— Drawing. Newtown H. S. ; Flushing, L. I. 

GARDNER, MAUDE — Assistant Drawing (chairman), Girls' H. S. ; 602 Franklin Ave., Brooklyn. 

GARRTTY, TULIA F.— Assistant Mathematics, Brvant H. S. ; Hotel McAlpin. Tel. 5700 Greeley. 

GARRIGUES, ELLEN E.— First Assistant English, De Witt Clinton H. S. ; 609 W. 114th St., Manhattan. 
Tel. 7814 Morningside. 

GASTON, CHARLES ROBERT— First Assistant English, Richmond Hill H. S. ; 215 Arlington Rd., 
Richmond Hill, L. I. Tel. 1469 Richmond Hill. 

GAUVRAN. ETHEL H.— Assistant English, Manual Training H. S. ; 5 Hillcrest Ave., Tamaica, L. I. 

GAVINS, HELEN— Assistant Biology, Wadleigh H. S. ; 28 W. 97th St. Tel. 3883-J Riverside. 

GAY, LAURA S. — Assistant Mathematics, Jamaica H. S. ; The Franklin, Jamaica, L. I. Tel. 385 
Jamaica. 

310 



H. S. T. A. BULLETIN 

GAYLORD, HARRIET E.— Assistant English, Morris H. S. ; 205 W. 94th St., Manhattan. 
GAYNOR, CARRIE. — Assistant Sewing, Bay Ridge H. S. ; 165 Prospect Park West, Brooklyn. 
GEISS, M. PAULA — Assistant German, Manual Training H. S. ; 457A Halsey St., Brooklyn. Te* 

8592-W Bedford. 
GEMSON, IRVING. — Assistant Physical Training, Boys' H. S. ; 1975 Seventh Ave., Manhattan. 
GENUNG, INA E — Latin, Eastern District H. S. ; 1236 Pacific St., Brooklyn. Tel. 6256 Bedford. 
GENUNG, INA E.— Assistant Latin, Eastern District H. S. ; 1236 Pacific St., Brooklyn. Tel. 6256. 

Bedford. 
GEORGE, AUGUSTE— Assistant French, Wadleigh H. S. ; 100 St. Nicholas Ave. Tel. 5899 Morningside. 
GERMANN, CHARLES C— Assistant Physical Science, Manual Training H. S. ; 1529 75th St., 

Brooklyn. 
GERE, L. B— Assistant English, Washington Irving H. S. ; 435 W. 119th St., Manhattan. Tel. 8200. 

Morningside. 
GERMANN, SUSAN M.— Assistant Mathematics, Girls' H. S. : 66 Midwood St., Brooklyn. 
GERMANN, AARON— Clerical Assistant, Stuvvesant H. S. ; 974 Union Ave., The Bronx, N. Y. C. 
GERSCHANEK, CELIA— Teacher in Training, Mathematics, Wadleigh H. S. ; 458 Manhattan Ave. 
GERSTEIN, ROSE— Commercial Subjects, Bushwick H. S., Annex 129; 468 Monroe St., Brooklyn. 

Tel. 1035-W Bedford. 
GILBERT, CLARA M. — Assistant English, Bushwick H. S. ; 52 Livingston St., Brooklyn. Tel. 1000 

Main. 
GIBSON, J. STEWART— Assistant Chemistry and Physics, Wadleigh H. S. ; 22 Clinton Ave., Mont- 

clair, N. T. Tel. 582-J Montclair. 
GILMOUR, EMILY T.— Assistant Mathematics, Morris H. S. ; 37 De Kalb Ave., White Plains, N. Y. 

Tel. 484-W White Plains. 
G1LLILAND, ALICE M. — Assistant Mathematics, Bay Ridge H. S. ; 118 Montague St., Brooklyn. 
GILSON, CHANNING W— Assistant Shop, Manual Training H. S. ; 424 4th St., Brooklyn. 
GIOVANOLY, MAX F — Assistant German, De Witt Clinton H. S. ; 522 W. 147th St., Manhattan. Tel. 

2090 Audubon. 
GITTAL, ETHEL F. — Placement and Investigation, Washington Irving H. S. ; 597 Putnam Ave., 

Brooklyn. Tel. S416-M Bedford. 
GLASSBERG, BENJAMIN — Assistant History, Manual Training H. S. ; 143 Christopher Ave., Brooklyn. 
GLUCK, EMIL. — Assistant Commercial Branches, Bay Ridge H. S. ; 1590 Amsterdam Ave., New York. 
GNADE, AGNES— Assistant English, Manual Training H. S. ; 212 Passaic Ave., Rutherford, N. J. 
GOATE, WILLIAM B. — Assistant Music, Commercial H. S. ; 459 Tompkins Ave., Brooklyn. 
GOERTNER, MRS. ROSE— Assistant History, Washington Irving H. S. ; 307 W. 98th St., Manhattan. 

Tel. 3964 Riverside. 
GOERTZ, MATILDA— Teacher in Training in Mathematics, Wadleigh H. S. ; 343 E. 58th St. 
GOLDENBERG, IRVING— German, Eastern District H. S. ; 590 Jefferson Ave., Brooklyn. Tel. 7344 

Bedford. 
GOLDBERG, ISRAEL— Assistant French, De Witt Clinton H. S. ; 763 Elton Ave., Manhattan. 
GOLDBERGER, HENRY H.— Assistant English, Stuyvesant H. S. ; 535 W. 151st St., Manhattan. Tel. 

1642 Audubon. 
GOLDBERGER, LOUIS — Assistant Commercial Branches, Bushwick H. S. ; 188 Martense St., Brooklyn, 
GOLDE, MARGARET D. — Assistant German, Richmond Hill H. S. ; 886 Putnam Ave., Brooklyn. Tel.. 

521 Bushwick. 
GOLDSMITH, ELIAZABETH— German, Bushwick H. S. ; 66 St. James PI., Brooklyn. Tel. 2241 

Prospect. 
GOLDSMITH, MORGAN J.— Assistant, Washington Irving H. S. ; 27 W. 94th St., Manhattan. Tel, 

1534 Riverside. 
GOLDSTEIN, ALEXANDER.— Assistant English, Bay Ridge H. S. ; 493 12th St., Brooklyn. 
GOLDSTEIN, SAMUEL— Assistant English, H. S. of Commerce; N. Y. University, University Hts. 
GOLLER, GRATIS— Assistant Commercial Branches, Julia Richman H. S. ; 60 W. 10th St., Man- 
hattan. Tel. 3460 Stuyvesant. 
GOMBARTS, GEORGE K.— Assistant Drawing, De Witt Clinton H. S. ; 945 Fox St., Brooklyn. 
GOMPT, ANNA M.— History, Newtown H. S. ; 8 Ithaca St., Brooklyn. 
GOODE, ELIZABETH— Assistant Latin, Curtis H. S. ; 371 Tompkins Ave., Tompkinsville, N. Y. Tel. 

1460 Tompkinsville. 
GOODMAN, ANNIE E. — Assistant Commercial Branches, Washington Irving H. S. ; 523 W. 121st St., 

Manhattan. Tel. 5271 Morningside. 
GOODMAN, ARTHUR— Assistant Mathematics, Bushwick H. S. ; 53 Seventh St., Manhattan. 
GOODWIN, W. GRANT— Assistant Historv, Curtis H. S. ; 1464 Lexington Ave., Manhattan. 
GOODRICH, CHARLOTTE— Assistant Biology, Girls' H. S. ; 350 Washington Ave., Brooklyn. 
GOODRICH, FOSTER— Assistant Joinery, Stuyvesant H. S. ; 345 E. 15th St., Manhattan. 
GOODRICH, MARTHA M— Assistant French, Wadleigh H. S. Annex; 470 W. 146th St. Tel. 2910- 

Audubon. 
GORDON, TOHN T. — Assistant Mathematics, Erasmus Hall H. S. ; 263 Vernon Ave., Brooklyn. 
GORSCH, RUDOLPH V.— Substitute Physical Training, De Witt Clinton H. S. ; 3332 Decatur Ave., 

Bronx. 
GOUDAL, EMILIE, Assistant French, Washington Irving H. S. ; 225 W. 14th St., Manhattan. 
GRANT, ABEL J.— First Assistant Biology, Curtis H. S. ; 226 Third St., New Dorp, N. Y. Tel. 49-W 

New Dorp. 
GRANT, ALICE C— Assistant Latin, Bay Ridge H. S. ; 21 Laurence St., Yonkers, N. Y. (189 St. 

Marks Ave., Brooklvn). 
GRANT, ALMA M.— Domestic Art, Newtown H. S. ; 59 Gerry Ave., Elmhurst, L. I. 
GRANT, EVA M. — Assistant Mathematics, Curtis H. S. (Tottenville Annex) ; 7426 Amboy Rd., Totten- 

ville, S. I. 
GRANT, FORREST— Assistant Drawing (Chairman), H. S. of Commerce; 5 Whittier St., East 

Orange, N. J. 
GRAY, JAMES E., JR.— Teacher Mathematics, Boys' H. S. ; 123-A Halsey St., Brooklyn. 
GRANT, ROSCOE A. — Assistant Latin, Jamaica H. S. ; 530 Carlton Ave., Brooklyn. 
GRANT, WILLIS H. — Assistant Biology, H. S. of Commerce; Tamaica, L. I. 
GRAY, J. NEWTON — Assistant Physical Science, Manual Training H. S. ; 5918 Bay Parkway, 

Brooklyn. 

311 



HIGH SCHOOL DIRECTORY 

GREDITZER, M. MORITZ — Assistant German (chairman German department), Evander Childs H. S. ; 

1370 Prospect Ave., The Bronx, N. Y. C. Tel. 2578-W Tremont. 
GREEN, BERNARD I. — Assistant Drawing, De Witt Clinton H. S. ; 1112 Forest Ave., Bronx. 
GREEN, FLORENCE— Assistant Shop, Manual Training H. S. ; 165 Prospect Park West, Brooklyn. 

Tel. 3423 South. 
GREEN, JOHN C— Assistant Shop Work, Mechanical Drawing, Bushwick H. S. ; 478 W. 159th St., 

Manhattan. Tel. 2348 Audubon. 
GREEN, HELEN— Assistant German, Flushing H. S. ; 56 W. 112th St., Manhattan. Tel. 6244 Harlem. 
GREEN, MARY P. — Assistant Physical Training, Bushwick H. S. ; 27 Madison St., Brooklyn. Tel. 

577-J. Prospect.- 
GREENBERG, ABRAHAM B.— Junior Teacher Mechanical Drawing, Stuyvesant H. S. ; 214 Haven 

Ave., Manhattan. Tel. 6650 Audubon. 
GREENBERG, HENRY— German, Eastern District H. S. ; 756 Jefferson Ave., Brooklyn. 
GREENBERG, JACOB— Tunior Teacher French, Stuyvesant H. S. ; 212 Cortelyou Rd., Brooklyn. Tel. 

5320 Flatbush. 
GREENBERG, MICHAEL— Clerical Assistant, De Witt Clinton H. S. ; 744-A Lafayette Ave., Brooklyn. 

Tel. S530 Bedford. 
GREENBERG, MORRIS— Assistant Drawing, Commercial H. S. ; 1006 Flushing Ave. 
GREENBURG, SOPHIA— Clerical Assistant, Far Rockaway H. S. ; Mayer Cottage, Far Rockaway, 

N. Y Tel. 250 Far Rockaway. 
GREENE, RUSSEL T., JR.— First Assistant Commercial Branches, H. S. of Commerce; 33 E. 83d St., 

Manhattan. 
GREENE, LILLIAN L— Music, Richmond Hill H. S. ; 1223 Pacific St., Brooklyn. Tel. 2977-R 

Bedford. 
GREENSTEIN, MAX B.— Assistant Commercial Branches, Washington Irving H. S. ; 860 E. 161st St., 

The Bronx, N. Y. C. Tel. 5516 Melrose. 
GREIFF, LOTTI— Laboratory Assistant Physics Department, Wadleigh H. S. ; 202 W. 79th St. Tel. 

7766 Schuyler. 
GRIFFITHS, ANNA B— English, Eastern District H. S. ; 5 McDonough St., Brooklyn. Tel. 3326 

Bedford. 
GRISWOLD, CLIFFORD B— Assistant Forging, Stuyvesant H. S. ; 16 Ocean Ave., New Dorp, 

Staten Island, N. Y. Tel. 161-R New Dorp. 
GRISWOLD, MRS. CAROLYN— Clerk, Curtis H. S. ; 16 Ocean Ave., New Dorp, N. Y. Tel. 161-R 

New Dorp. 
GRISWOLD, EDWARD D. — Assistant Manual Arts (Joinery), Stuyvesant H. S. ; Hastings-on-Hudson. 
GROSS, HENRY I. — Mathematics, Eastern District H. S. ; 93 Buffalo Ave., Brooklyn. 
GROSS, IRENE— English, Newtown H. S. ; 59 Gerry Ave., Elmhurst, L. I. 
GROSSMAN, LENA M.— Assistant German, Bay Ridge H. S. ; 190 Bay 23d St., Brooklyn. 
GROVE, MARGARET— Clerical Assistant, Wadleigh H. S. ; 60 W. 162nd St. Tel. 6256 Melrose. 
GROW, FREDERICK S — Assistant Mathematics, De Witt Clinton H. S. ; 27 Mountain Ave., Maple- 
wood, N. J. 
GRUBMAN, A. J. — Assistant Mechanical and Topographical Drawing, Forging, Machine Shop Practice, 

Commercial Law, Bryant H. S. ; 868 Whitlock Ave. Tel. 7013 Melrose. 
GRUENBERG, BENJAMIN C— First Assistant Biology, Commercial H. S. ; 230 W. 107th St., Man- 
hattan. Tel. 23 Riverside. 
GULDNER, C. M.— Assistant Commercial Branches, H. S. of Commerce ; 22 Lawrence St., Yonkers, 

N. Y. 
GULLIVER, BARBARA A. — Clerical Assistant, Washington Irving H. S. ; 40 Gramercy Park, Man- 
hattan. Tel. 2310 Gramercy. 
GUNNISON, W. B.— Principal, Erasmus Hall H. S. ; 77 Wilson St., Brooklyn. 
GURNEE, BLANDINA H.— Matfiematics, Eastern District H. S. ; 1040 82d St., Brooklyn. 
GURNEE, MARIE E— Assistant Drawing, Washington Irving H. S. ; 1040 82d St., Brooklyn. Tel. 

852-W Bath Beach. 
GUTHRIE— Assistant French, Washington Irving H. S. ; 182 Monroe St., Brooklyn. Tel. 1531-M 

Bedford. 
GUTHRIE, GRACE — Assistant Latin, Washington Irving H. S. ; 526 Riverside Drive, Manhattan. 

Tel. 1776 Morningside. 

H 

HAAS, ARTHUR— Assistant Mathematics, De Witt Clinton H. S. ; 539 W. 141st St., Manhattan. Tel. 

4357 Audubon. 
HABERMEYER, LOUISE C. M.— Assistant German, Erasmus Hall H. S. ; 180 Hawthorne St., Brooklyn. 
HACKEDORN, MARION— Assistant German, Manual Training H. S. ; 117 St. Johns PL, Brooklyn. 
HAEFELIN, FANNY J.— Assistant German, Wadleigh H. S. ;' 106 Morningside Ave., West. Tel. 

James Court. 
HAGAR, ETTA M— Assistant Stenography, Morris H. S. ; 430 W. 119th St., Manhattan. 
HAGENS, FRITZ— Assistant German, Commercial H. S. ; 54 Slocum Crescent, Forest Hills, L. I. 
HAHN, CLARENCE W— Assistant Biology, H. S. of Commerce; 567 W. 186th St., Manhattan. Tel. 

6840 Audubon. 
HALE, AGNES L.— Assistant Mathematics, Girls' H. S. ; 10 St. Charles PI., Brooklyn. 
HALEY, JESSE H.— Assistant English, Evander Childs H. S. ; 2833 Valentine Ave., The Bronx, 

N. Y. C. Tel. 1037 Fordham. 
HALWARD. WM. R. — Assistant Commercial Branches, Washington Irving H. S. ; 186 Hamilton Ave., 

New Brighton, N. Y. Tel. 304-R Tompkinsville. 
HALL, CAROLINE D— Assistant History, Washington Irving H. S. ; 138 W. 111th St., Manhattan. 

Tel. 6020-R Morningside. 
HALL, HENRIETTA — Assistant Stenography and Typewriting, Bushwick H. S. ; 325 Decatur St., 

Brooklyn. 
HALL, HENRY M.— Assistant English, H. S. of Commerce; 139 Washington PI. West. 
HALL, GAMBLE — Assistant Economics, H. S. of Commerce; 357 W. 29th St., Manhattan. 

312 




H. S. T. A. BULLETIN 

HALL, MARGARET WOODBURN- Arristant French, Evander Childs H. S. ; 202 W. 81st St., Man- 
hattan. Tel. 8810 Schuyler. 
HALL, MARY A.— Assistant History, Manual Training H S. ; 597 West End Ave., Manhattan. Tel. 

1869 Riverside. 
HALL, MARY E.— Librarian, Main Bldg., Girls' H. S. ; 587 Lafayette Ave., Brooklyn. 
HALLORAN, WILLIAM M. — Assistant Commercial Branches, Curtis H. S. (Rosebank Annex) ; 414 

_Richmond Terrace, New Brighton, N. Y. Tel. 1649 Tompkinsville. 
HAM. GEORGE— Assistant Historv, De Witt Clinton H. S. ; 176 Lefferts Ave., Brooklyn. 
HAMILTON, ALMA L. — Assistant Drawing, Bav Ridge H. S. ; 362 Senator St., Brooklyn. 
HAMILTON, CHARLES A.— Assistant Mathematics, Boys' H. S. ; 36 Park Ave., Jamaica, N. Y. Tel. 

1520-J. Jamaica. 
HAMILTON, MARY SCHUYLER — Assistant Commercial Branches, Washington Irving H. S. ; Elms- 
ford, Westchester Countv, N. Y. Tel. 1818-W Elmsford. 
HAMPSHIRE. TOHN W — Assistant English, Manual Training H. S. ; 523 Monroe St., Brooklyn. 
HANCE. WILLIAM — Assistant Physics, H. S. of Commerce; 180th St. and Fort Washington Ave., 

Manhattan. 
HANCOCK, TOHN— Assistant Chemistry, Erasmus Hall H. S. ; Douglas PL, Brooklyn. Tel. 6263-J 

Hollis. 
HANDRICH, PAUL— Assistant German, Bushwick H. S. ; 9.41 Greene Ave., Brooklvn. 
HANEY,. JENNIE POMERENE— Assistant History, Wadleigh H. S. ; 468 Riverside Drive. Tel. 6645 

Morningside. 
HANFORD. CLARENCE D.— Assistant Manual Arts (Joinery), Stuyvesant H. S. ; Hastings-on-Hudson, 

N. Y. Tel. 852 Hastings. 
HANKS, LENDA T— Assistant Biology, Girls' H. S. ; 950 Marcv Ave., Brooklyn. 
HANNA, ALBERT S.— Assistant Biology, Boys' H. S. ; Cherokee Ave., Hollis, N. Y. 
HANNAH, FLORENCE— Assistant English, Bushwick H. S. : 350 Washington Ave., Brooklyn. 
H ANNAN, WALTER SHERLOCK— Assistant Physics, Evander Childs H. S. ; 121 Mt. Hope PL, The 

Bronx, N. Y. C. 
HANSON, GEORGE C— Substitute English, Boys' H. S. ; 518 Jefferson Ave., Brooklyn. 
HARARIS. LENA— Assistant Mathematics, Manual Training H. S. ; 404 W. 116th St., Manhattan. Tel. 

4940 Morningside. 
HARDING, HELEN E— Assistant English, Bay Ridge H. S. ; 15 Kenmore PL, Brooklyn. 
HARDY, ANNA L— Assistant Latin, De Witt Clinton H. S. ; 418 W. 118th St., Manhatan. Tel. 6656 

Morningside. 
HARDY, RUTH G.— Assistant History, Girls' H. S. ; 157 Willow St., Brooklyn. 
HARKNESS. MME. A. de B— Assistant French and German, Curtis H. S. ; 55 Wall St., St. George, 

N. Y. Tel. 152-M Tompkinsville. 
HARLEY, WALTER S.— Assistant Latin, Erasmus Hall H. S. ; 498 Rugby Rd., Brooklyn. Tel. 2267-J 

Flatbush. 
HARMAN, GEORGE W.— Assistant Accounts, Commercial H. S. ; 779 E. Second St., Flatbush. Tel. 

373-W Flatbush. 
HARMON. ESTHER— German, Eastern District H. S. ; Wokote Bldg., 14 Irving PI 
HARRIS, GERTRUDE B— Assistant German, Wadleigh H. S. ; 540 W. 143rd St. Tel. 3313 Audubon. 
HARRIS. MARY E.— Assistant Mathematics, Wadleigh H. S. ; 281 Edgecombe Ave. Tel. 3593 Au- 
dubon. 
HARRIS, MARY O.— Assistant French. Girls' H. S. : 104 Columbia Heights, Brooklvn. 
HARRIS. SADIE— Assistant Mathematics, Wadleigh H. S. ; 404 W. 116th St. Tel. 4940 Morningside. 
HARRISON. EARL STANLEY— First Assistant Spanish, Commercial H. S. : 107 Queens Rd.. Oueens, 

L. I. Tel. 6130-T Hollis. 
HARRINGTON, AGNES M.— Assistant Drawing, Erasmus Hall H. S. ; 407 E. 18th St., Brooklvn. 
HART. CLARA AVIS— Assistant Mathematics and French, Wadleigh H. S. ; 163 W. 105th St. TeL 

1841 -T Riverside. 
HARTER. EL'GENE W.— First Assistant, Erasmus Hall H. S. : 121 Marlborough Rd.. Brooklvn. 
HARTON, AMY M.— Clerical Assistant, Erasmus Hall H. S. ; 591 Park PL, Brooklyn. Tel. 7739-W 

Prospect. 
HARTUNG. ERNEST — Assistant Modern Languages, H. S. of Commerce; 2041 Washington Ave., The 

Bronx. N. Y. C. TeL 1261 Tremont. 
HART WELL, CHAS. S.— English, Eastern District H. S. ; 234 Willoughby Ave., Brooklyn. Tel. 6418-W 

Prospect. 
HARTWELL, CHARLES S.— First Assistant English, Eastern District H. S. : 234 Willoughbv Ave., 

Brooklyn. Tel. 641S-W Prospect. 
HARTWELL, F. W. — Assistant Biologv, H. S. of Commerce; 17 Schermerhom St.. Brooklvn. Tel. 

2857 Main. 
HASTINGS, ADA L.— Assistant Drawing, Julia Richman H. S. ; 137 E. 18th St., Manhattan. TeL 

2243 Gramercy. 
HASTINGS, ELINOR S.— Assistant English, Washington Irving H. S. ; 7 E. 87th St., Manhattan. 

Tel. 3796 Lenox 
HASTINGS. GEORGE T— Assistant Biology, De Witt Clinton H. S. : 7 Robbins PL, Yonkers. 
HATHAWAY, BERTHA F.— Librarian, Morris H. S. ; 419 W. 119th St., Manhattan. 
HAUG. EMANUEL— Assistant Phvsical Training (Chairman), De Witt Clinton H. S. ; 463 W. 159th 

St., Manhattan. TeL 4510 Audubon. 
HAYES. HELEN M — Assistant German, Girls' H. S. : 564 Tefferson Ave.. Brooklvn. 
HAYNER, BURTON A.— Assistant Physical Science, Washington Irving H. S. ; 751 W. 180th St., 

Manhattan. Tel. 6434 Audubon. 
HAZEN, ANNAH P. — Biology, Eastern District H. S. ; 68 Washington Sq. South, Manhattan. Tel. 1021 

Spring. 
HAZEN, CHARLOTTE— Assistant Physical Training, Julia Richman H. S. ; 87 Hamilton PL, Man- 
hattan. Tel. 1200 Audubon. 
HAZEN, LOUISE C. — Assistant Mathematics, Morris H. S. ; 68 Washington Sq., Manhattan. Tel. 

1021 Spring. 
HAZEN, ELLA M— Librarian, Manual Training H. S. ; 512 5th St., Brooklyn. 

313 



HIGH SCHOOL DIRECTORY 

HAZEN, ANNA P.— First Assistant Science, Eastern Distric H. S. ; 68 S. Washington Square, Man- 
hattan. Tel. 1021 Spring. 
HEALY, MARGARET E. G.— Clerical Assistant, Evander Childs H. S. ; 6 Melrose Ave., Mt. Vernon, 

N. Y. Tel. 192-J Mt. Vernon. 
HEALEY, HORACE — Assistant Stenography and Typewriting (Chairman), H. S. of Commerce; 777 

Prospect PI., Brooklyn. 
HECHT, ANNA— Biology, Erasmus Hall M. S. ; 71 Leonard St., Brooklyn. 

HEERMANCE, EMMA W.— Assistant English, Bryant H. S. ; 242 Cypress Ave., Flushing, N. Y. 
HEERMANS, FLORENCE— Assistant Physics, Wadleigh H. S. : 714 W. 179th St. Tel. 6450 Audubon. 
HEIKES, IRVING A.— First Assistant Mathematics, Morris H. S. ; 1061 Clay Ave., The Bronx, N. Y. C. 
HEIN, HENRY EMMO— Assistant English, Stuyvesant H. S. ; 2433 Southern Blvd., The Bronx, 

N. Y. C. Tel. 2392 Tremont. 
HELMUTH, LORE— English, Eastern District H. S. ; 39 E. 27th St., Manhattan. Tel. 5427 Madison 

Square. 
HELLER, HARRY— Assistant Mathematics, De Witt Clinton H. S. ; 146 W. 111th St., Manhattan. Tel. 

5253 Morningside. 
HELLER, MAXWELL L— Assistant Drawing, Evander Childs H. S. ; 911 Simpson St., New York. 

Tel. 6657 Melrose. 
HELLIN, LILLIAN — Assistant German, Washington Irving H. S. ; 530 Manhattan Ave., Manhattan. 

Tel. 3927 Morningside. 
HENOCH, STELLA S— Drawing, Eastern District H. S. ; 409 Throop Ave., Brooklyn. 
HENIN, BENJAMIN L— Assistant Modern Languages, H. S. of Commerce; 38 W. 68th St., Man- 
hattan. Tel. 1141 Columbus. 
HENDRTAN, E. W.— Assistant Physical Training, H. S. of Commerce; 121 W. 83d St., Manhattan. 
HENRIOUES. MAURICE C— Assistant Mathematics, Stuyvesant H. S. ; 1753 W. 9th St., Brooklyn. 

Tel. 1300-W Bath Beach. 
HENDERSON. ROYAL L— Assistant Biology, Richmond Hill H. S. ; Box 292, Huntington, L. I. 
HENRY, MARGARET Y— Assistant Latin, Wadleigh H. S. ; 30 Tonnele Ave., Jersey City, N. J. 

Tel. 2148-M Bergen, 
HERENDEEN, JANE E— Assistant English and Elocution, Julia Richman H. S. ; 435 W. 199th St., 

Manhattan. Tel. 82TT0 Morningside. 
HERMANN, ADOLPH F.— Assistant German, De Witt Clinton H. S. ; 3750 Broadway, Manhattan. 
HERMANN, HATTIE— Assistant Mathematics, Wadleigh H. S. Annex; 58 E. 124th St. 
HERRMANN. ANNA L.— Assistant German. Evander Childs H. S. ; 1224 Union Ave., New York 

Tel. 2971 Tremont. 
HERTZFIELD, LEONORE H.— Clerical Assistant, Manual Training H. S. ; 247 W. 111th St., Man 

hattan. 
HERVEY, MARY BABCOCK— Assistant Physical Training, Wadleigh H. S. ; 527 W. 121st St. Tel 

5271 Morningside. 
HERZOG, CHARLES— Assistant German, De Witt Clinton H. S. ; 550 W. 157th St., Manhattan. Tel 

402-D Audubon. 
HEUERMANN, HELENA F.— Assistant German, Evander Childs H. S. : 1230 Amsterdam Ave., Man 

hattan. Tel. 4590 Morning. 
HEUROCH, S. STELLE— Assistant Drawing, Eastern District H. S. ; 409 Throop Ave., Brooklyn. Tel 

313-W Bedford. 
HEWINS, NELLIE P.— Science, Newtown H. S. ; Clermont Terrace, Elmhurst, L. I. 
HEWITT, GEORGE K— Assistant Biologv, De Witt Clinton H. S. ; 2353 Davidson Ave., Manhattan. 
HEWITT, HELEN F— Assistant English, Erasmus Hall H. S. ; 268 Argyle Rd., Brooklyn. Tel. 9039 

Flatbush. 
HEYDRICK, BENTAMIN A.— First Assistant English, H. S. of Commerce; 900 Summit Ave., The 

Bronx. N. Y. C. 
HEYER, ELLA G. — Assistant Latin, Manual Training H. S. ; 166 Decatur St., Brooklyn. 
HICKS, CLARA K— Assistant Biology, Wadleigh H. S. ; 400 Manhattan Ave. Tel. 846 Morningside. 
HIERHOLZEN, CARL O.— Assistant Physical Training, Manual Training H. S. ; 224 Seeley St., 

Brooklyn. 
HIGBEE, MRS. ANNA M.— Physical Training, Eastern District H. S. ; 357 Sterling PI., Brooklyn. Tel. 

5455 Prospect. 
HIGBEE, MRS. ANNA M — Assistant Physical Training, Eastern District H. S. ; 357 Sterling Place, 

Brooklyn. Tel. 5455 Prospect. 
HTGGINS, ALICE— First Assistant French. Girls' H. S. ; 401 Macon St., Brooklyn. 
HIGHAM, TESSIE W— Assistant English, Eastern District H. S. ; 61 Ouincy St., Brooklyn. Tel. 

1391-W Prospect. 
HILBORN. RITA— Teacher in Training in French, Wadleigh H. S. ; 11a W. 94th St. Tel. 9979-J 

Riverside. 
HILL, GROSVENOR B— Assistant English, De Witt Clinton H. S. ; 247 Barclay St., Flushing, L. I. 

Tel. 63-T Flushing. 
HILLS, CAROLINE M— Commercial Branches. Newtown H. S. ; 11 E. 87th St.. Manhattan. 
HILLMANN, MERCY ANNE— Assistant Art Department, Washington Irving H. S. ; 2303 Clarendon 

Rd.. Brooklyn. Tel. 2481-R Flatbush. 
HILLYER, T. BLAKE — Assistant Phvsical Training, Curtis H. S. ; 259 Hamilton Ave., New Brighton, 

N. Y. Tel. 1058-M Tompkinsville. ' 
HINCKEN, ELSIE O— English, Eastern District H. S. ; 272 Berkeley PI., Brooklyn. Tel. 553-W 

Prospect. 
HINDS, GEO. K— Assistant, Washington Irving H. S. ; 128 W. 103d St., Manhattan. Tel. 5068 

Riverside. 
HINGSBERG, THOMAS— Assistant Manual Arts (Woodturning), Stuyvesant H. S. ; 2359 Southern Blvd. 

The Bronx, N. Y. C. Tel. 1846 Tremont. 
HIRSCH, JAMES A.— Assistant German, De Witt Clyinton H. S. ; Huntington, N. Y. Tel. 292-F 13 

Huntington. 
HIRSCHBERG, ARTHUR— Physics, Eastern District H. S. ; 660 W. 180th St., Manhattan. Tel. 

3375 Audubon. 
HIXON, KATE B.— Assistant Biology, Morris H. S. ; Pleasantville, N. Y. 

314 



H. S. T. A. BULLETIN 

HOADLEY, HARWOOD H.— Assistant Latin, Jamaica H. S. ; 133 W. 11th St., Manhattan. Tel. 6318 

Chelsea. 
HOBBS, ALICE E — Assistant Art, Wadleigh H. S. ; 171 Willoughby Ave., Brooklyn. Tel. 1920 

Prospect. 
HOBSON, GEORGE P. F.— Teacher Latin, Boys' H. S. ; 1 Villard Ave., Hollis, L. I. Tel. 6347-J. Hollis. 
HOCHDERFFER, MRS. M.— Assistant English, Jamaica H. S. ; Harbor Haven, L. I. Tel. 1813 

Springfield. 
HOCHHEIMER, RITA— Assistant German, Washington Irving H. S. ; 1311 Madison Ave., Manhattan. 

Tel. 43 Lenox. 
HODGDON, KATHERTNE I.— Assistant Mathematics, Erasmus Hall H. S. ; 468 E. 21st St., Brooklyn. 

Tel. 1S28-T Flatbush. 
HODGETTS, ABBIE S.— Assistant English, Julia Richman H. S. ; 1175 Madison Ave., Manhattan. 

Tel. 833 Lenox. 
HODGK, ARCHIBALD L.— First Assistant Greek and Latin, Wadleigh H. S. ; 414 W. 120th St. 

Tel. 8760 Morningside. 
HODGKINS, GEORGIANA— Assistant English, Washington Irving H. S. ; Great Neck, L. I. Tel. 

149-R Great Neck. 
HOFFMAN, MARGIE E.— Assistant Biology, Girls' H. S. ; 354 Henry St.. Brooklyn. 
HOFFMAN, ALFRED— Assistant German, Commercial H. S. ; 342 President St., Brooklyn. 
HOFFMAN, MARK— Assistant English, Manual Training H. S. ; 1143 Vyse Ave., The Bronx, N. Y. C. 

Tel. 7134 Melrose. 
HOLLANDER, EDWARD — Assistant Mathematics, Stuyvesant H. S. ; 401 Gregory Ave., Weehawken 

Heights, N. T. Tel. 2546-W Union. 
HOLLY, HAROLD A.— Assistant Physical Science, Manual Training H. S. ; 53 Sherman St., Brooklyn. 
HOLMAN, MABEL L.— Assistant English, Girls' H. S. : 1068 Park PI., Brooklyn. 
HOLMES, ABBY B — Assistant English, Girls' H. S. ; 136 Cambridge PL, Brooklyn. 
HOLMES, ELLA A. — Assistant Biology, Jamaica H. S. ; 4 Tohn St., Tamaica, L. I. 
HOLMES, DAVID H.— Latin, Eastern District H. S. ; 630 W. 141st St., Manhattan. Tel. 7610 Audubon. 
HOLMES, MARY H— First Assistant German, Erasmus Hall H. S. ; 180 Hawthorne St., Brooklyn. 
HOLRAN. ROSE A.— Assistant Bookbinding, Washington Irving H. S. ; 382A Clinton St., Brooklyn. 

Tel. 662 Hamilton. 
HOLT, HENRY L.— Assistant Physics, Girls' H. S. ; 64 Avalon Ave., Tamaica, L. I. 
HOLZMAN. ABRAHAM— Assistant Physical Science, Manual Training H. S. : 506 12th St., Brooklyn. 

Tel. 2424-W South. 
HOOK, EDWARD A.— Assistant Mathematics, Commercial H. S. ; 1321 Lincoln PL, Brooklyn. Tel. 

8726-W Bedford. 
HOOKS, DAVID M.— Assistant Physical Training, De Witt Clinton H. S. ; 392 St. Marks Ave., B'klyn. 
HOPKINS, FRANCES L — Assistant Latin, Washington Irving H. S. ; 9 8th Ave., Brooklyn. Tel. 

669 Prospect. 
HOPKINS, RUPERT H— Assistant Physics, Curtis H. S. ; 103 College Ave., W. New Brighton, N. Y. 

Tel. 373-T West Brighton. 
HOPKINS, WALTER D.— Assistant Latin, Boys' H. S. ; 815 E. 14th St., Flatbush, Brooklyn. 
HOPKINS, WILLIAM C. — Assistant Manual Arts (Joinery), Stuyvesant H. S. ; New Dorp, Staten 

Island. N. Y. Tel. 319-R New Dorp. 
HORD, EDWARD C— Assistant Biologv, Flushing H. S. ; 50 Hawthorne Ave., Flushing, L. I. Tel. 

1238-W Flushing. 
HORNER, CHARLESANNA— Assistant French, Wadleigh H. S. ; 609 W. 177th St. Tel. 5568 Au- 
dubon. 
HORWTTZ, BENJAMIN— Substitute English. De Witt Clinton H. S; 446 E. 49th St., Manhattan. 
HORWITZ, LILLIAN— Assistant Stenography, Morris H. S. ; 500 W. 149th St., Manhattan. 
HOULEY, ELIZABETH C— Assistant Commercial Branches, Bushwick H. S. ; 554 Jefferson Ave., 

Brooklyn. Tel. 8585 Bedford. 
HOUSTON. JESSIE F— Assistant Mathematics, Wadleigh H. S. ; 518 William St., East Orange, N. J. 

Tel. 3438-R Orange. 
HOVEY, HORACE M.— Teacher Assistant, Wadleigh H. S. : 410 W. 115th St. Tel. 8378 Morningside. 
HOWARD. CHARLOTTE B.— Assistant Latin, Wadleigh H. S. Annex; 1878 7th Ave. 
HOWE, ALICE C— Assistant Greek, Erasmus Hall H. S. ; 815 Ocean Ave., Brooklyn. 
HOWELL, LOGAN D— Assistant English, Morris H. S. ; 1115 Boston Rd., The Bronx, N. Y. C. 
HOWES, EMILY— Assistant English, Julia Richman H. S. ; 656 St. Nicholas Ave., Manhattan. Tel. 

6770 Audubon. 
HOY, ELIZABETH R— Assistant Latin, Eastern District H. S. ; 46 E. 21st St., Manhattan. Tel. 4662 

Gramercy. 
HOY, ELIZABETH R.— Latin, Eastern District H. S. ; 46 E. 21st St., Manhattan. Tel. 4662 Gramercy. 
HUBBARD. MARION L— Assistant French, Evander Childs H. S. ; 135 W. 7lst St., Manhattan. 

Tel. 1762 Columbus. 
HUBBARD, RTTTH E — Assistant Commercial Branches, Richmond Hill H. S. ; 1130 Bergen St., 

Brooklyn. Tel. 8811-W Bedford. 
HUBERT, MARIE R— Assistant English, Washington Irving H. S. : 414 W. 121st St., Manhattan. 

Tel. 7830 Morningside. 
HUGENIN, CHARLES— Assistant French, Wadleigh H. S. ; 430 W. 119th St. Tel. 3350 Morningside. 
HtTGHAN, JESSIE W— English Eastern District H. S. ; 61 Quincy St., Brooklyn. Tel. 1391-W 

Prospect. 
HUGHES, ANNIE R— Assistant Physical Training, Girls' H. S. ; 44 Westminster Rd., Brooklyn. 
HUGHES, C. CARL— Assistant Commercial Branches, H. S. of Commerce; 550 W. 157th St., Man- 
hattan. Tel. 4021 Audubon. 
HUGHES, CHARLES E— Assistant Biology, Boys' H. S. ; 465 Fourth St., Brooklyn. Tel. South 2271. 
HUGHES, FRANCIS T— Assistant Biology, Boys' H. S. ; 303 E. 5th St., Brooklyn. Tel. 5423-R. 

Flatbush. 
HUGHES, THOMAS H.— Assistant English, Evander Childs H. S. ; 705 W. 179th St., Manhattan. 

Tel. 3070 Audubon. 
HUMASON, THOMAS A.— First Assistant Mathematics, Bushwick H. S. ; 235 Brooklyn Ave., Brook- 
lyn. Tel. 2407-J. Bedford. 

315 



HIGH SCHOOL DIRECTORY 

HUMMEL, F. M.— Assistant German, Curtis H. S. ; 53 Wall St., St. George, N. Y. Tel. 338-J, Tompk. 

HUMPHRIES, GEORGE F.— Assistant Commercial Branches, Bushwick H. S. ; 319 Lenox Rd., Brook- 
lyn. Tel. 3S67-W. Flatbush. 

HUNT, ARTHUR E.— First Assistant Biology, Manual Training H. S. ; 82 Hawthorne St., Brooklyn. 
Tel. S0S4-R Flatbush. 

HUNTER, GEORGE W.— First Assistant Biology, De Witt Clinton H. S. ; 2238 Audubon Ave., Bronx. 
Tel. 2661-T Tremont. 

HUNTINGTON, BELLE— Assistant Physical Training, Girls' H. S. ; 187 Madison St., Brooklyn. 

HUNTINGTON, F. W— Assistant Physics, Erasmus Hall H. S. ; 1801 Dorchester Rd., Brooklyn. 

HURLBUT, MARTHA A.— Assistant Drawing, Washington Irving H. S. ; 426 E. 26th St., Teel. 
8350 ATadison Sq. 

HURLY, KATHREN E.— Assistant Biology, Erasmus Hall H. S. ; 608 E. 17th St., Brooklyn. Tel. 
6548-J Flatbush. 

HUTCHINSON, HELEN SIMPSON— Drawing, Bushwick H. S. ; 58 Madison St., Brooklyn. 

HYDE, C. W.— Assistant French, De Witt Clinton H. S. ; 526 W. 123d St., Manhattan. 

HYDE, ISABELLA— Assistant French, Julia Richman H. S. ; Hotel Holley, 36 Washington Sq., Man- 
hattan. Tel. 3309 Spring. 



IKELHEIMER, MINNIE— Domestic Science, Eastern District H. S. ; 117 E. 56th St., Manhattan. 

Tel. Plaza 2546. 
1HLKER, HEDWIG, W. D.— Assistant German and Study Hall, Wadleigh H. S. ; Manhattan Ave., 

Crestwood. Westchester Co., N. Y. Tel. 759 Tuckahoe. 
ILILTCH, LOUIS L.— Chemistry, Eastern District H. S. ; 715 Tilden St., The Bronx, N. Y. C. 
INGALLS, MARGARET L.— Assistant Mathematics, Girls' H. S. ; 432 Macon St., Brooklyn. 
ISAACSON, GERTRUDE E.— Substitute, Washington Irving H. S. ; 343 E. 85th St., Manhattan. Tel. 

822 Lenox. 



JABLONOWER, BENJAMIN— Laboratory Assistant, Morris H. S. ; 1390 Clinton Ave., The Bronx, 

N. Y. C. 
JACKSON, ALICE R— Assistant English, Wadleigh H. S. Annex; 70 Morningside Ave. Tel. 1100 

Morningside. 
JACKSON, EUGENE— Assistant German, De Witt Clinton H. S. ; 672 E. 21st St., Brooklyn. Tel. 

4133-W Flatbush. 
JACOBIA, SPENCER P.— Assistant Commercial Branches, Morris H. S. ; 303 E. 161st St., The Bronx, 

N. Y. C. 
JACOBS, LEO.— Assistant History, Boys' H. S. ; 28 Second PI., Brooklyn. Tel. 837-T. Hamilton. 
JACOBS, OLIN M.— Assistant Physics, Stuvvesant H. S. ; 634 Crotona Park South, The Bronx, N. Y. C. 

Tell 3943 Tremont. 
JACOBSEN, WALTER T— Assistant Commercial Branches, Eastern District H. S. ; 680 Beck St., 

Bronx. Tel. 8251 Melrose. 
JACOBSON, HARRY— Assistant Mechanical Drawing, Manual Training H. S. ; 594 Park PL, Brooklyn. 

Tel. 5755-W Prospect. 
JAXOBSON, WALTER— Commercial Branches, Eastern District H. S. ; 680 Beck St., The Bronx, 

N. Y. C. Tel. 8251 Melrose. 
JAFFE, ISIDORE.— Clerical Assistant, Boys' H. S. ; 214 Henrv St., Manhattan. 

JAMES, ARTHUR L— Assistant Latin, Boys' H. S. ; 60 Herkimer St., Brooklyn. Tel. 4711-R. Bedford. 
JAMESON. JENNIE D. — Assistant Domestic Science, Washington Irving H. S. ; 119th St. and Broad- 
way. Tel. 1400 Morningside. 
JAMIESON, EMILY M.— Assistant Mathematics, Far Rockaway H. S. ; 1445 Pacific St., Brooklyn. 

Tel. 4243-R Bedford. 
JEFFORDS, C. R.— Assistant Latin, Boys' H. S. ; 19 Union Park Ave., Jamaica, N. Y. Tel. 1416-M. 

Jamaica. 
JEFFS, EVA E. — Assistant Mathematics, Erasmus Hall H. S. : 607 New Lots Ave., Brooklyn. 
JENKS, PAUL R.— First Assistant Latin, Flushing H. S. : 41 Mitchell Ave'., Flushing, L. I. Tel. 

689-W Flushing. 
JENNER, WILLIAM A.— Assistant Latin, Boys' H. S. ; 511 W. 122d St., Manhattan. Tel. 4670 

Morningside. 
JENKINS, ANNA S.— Assistant Latin, Girls' H. S. ; 427 Nostrand Ave., Brooklvn. 
TENKINS, MANFORD M— Assistant Physics, Girls' H. S. ; 120 Warwick St., Brooklyn. 
JENNESS, TENNIE M— Assistant Chemistry and Physics, Girls' H. S. ; 602 Franklin Ave., Brooklyn. 
JESCHKE, Martha L. — Assistant German, Far Rockaway H. S. ; Greyloch Hall, Far Rockaway, N. Y. 

Tel. 93 Far Rockaway. 
JEWELL, EDITH— Assistant Mathematics, Girls' H. S. ; 126 Willoughby Ave., Brooklyn. 
JOANNES. TITLES S.— Assistant Music (Chairman), Girls' H. S. ; 541 Decatur St., Brooklyn. 
JOHNSON. ESTELLE M— Assistant Latin, Richmond Hill H. S. ; Lefferts and Stewart Aves., Rich- 
mond Hill. L. I. Tel. 1349-W Richmond Hill. 
JOHNSON, HARRIET M. B— Assistant Domestic Arts. Washington Irving H. S. ; Hotel Grenoble, 
JOHNSON, TULIUS M — First Assistant Biology, Bushwick H. S. ; 77 Herkimer St., Brooklyn. 

56th St. and 7th Ave., Manhattan. Tel. 909 Columbus. 
JOHNSON. LESLIE A.— Assistant Physics, Stuyvesant H. S. ; Mountain Ave., Murray Hill, N. J. 

Tel. 524-R Summit. 
JOHNSON, MARY HOOKER— Assistant English, Washington Irving H. S. ; 509 W. 121st St., Man- 
hattan. Tel. 7800 Morningside. 
TOHNSON, MARION— Clerical Assistant, Erasmus Hall H. S. ; 26A New York Ave., Brooklyn. 
JOHNSON, WALTER R.— Assistant English, De Witt Clinton H. S. ; 165 W. 129th St., Manhattan. 

Tel. 1429 Morningside. 

316 



H. S. T. A. BULLETIN 

JOHNSTON, HENRY— Assistant English, Boys' H. S. ; 1036 E. 10th St., Brooklyn. 
JOHNSTON, 1NA W.— Assistant Drawing, Girls' H. S. ; Milburn, N. P. P. O. Box 214. 
JOHNSTON, WM. H. — Assistant Mathematics, Erasmus Hall H. S. ; 996 Lafavette Ave., Brooklyn. 
JONAS, J. B. EDWARD— Assistant German, De Witt Clinton H. S. ; 164 W. 64th St., Manhattan. 
JONAS, LOUIS — Assistant Commercial Branches, H. S. of Commerce; 248 Audubon Ave. Tel. 3513 

Audubon. 
JONES, EMMA A. — Assistant Drawing, Girls' H. S. ; 749 Eastern Parkway, Brooklyn. 
JONES, FLORENCE I.— Substitute Historv, Erasmus Hall H. S. ; 676 Delamere PI., Brooklyn. 
JONES, FRANCES E.— Assistant English, Bryant H. S. ; 345 W. 70th St., Manhattan. Tel. 2223 

Columbus. 
JONES, L. B — Assistant Latin, Boys' H. S. ; 135 Warwick St., Brooklyn. 

JONES. W. R.— Assistant Mathematics, Manual Training H. S. ; 415 W. 118th St., Manhattan. 
JOQUISH, BEN M.— Assistant Chemistry and Physics, Erasmus Hall H. S. ; 782 E. 18th St., Brooklyn. 
JOSCLYN, ROSAMOND— Librarian, Jamaica H. S. ; 413 Hillside Ave., Jamaica, L. I. 
JOSEPH, MYRTLE J.— Assistant German, Bryant H. S. ; 514 W. 122d St., Manhattan. Tel. 3632 

Morningside. 
JOSLIN, JENNIE M— Assistant Mathematics, Morris H. S. ; 540 E. 76th St., Manhattan. Tel. 2629 

Lenox. 
JUDD, SAMUEL E.— Assistant Latin, Wadleigh H. S. ; 180 S. Oxford St., Brooklyn. Tel. 929-M 

Prospect. 
JUDGE, ANNA G— Assistant Music, Wadleigh H. S. ; 140 W. 69th St. Tel. 3996 Columbus. 
JUMNEFSKY, SIMON J.— Assistant Commercial Branches, Julia Richman H. S. ; 952 Tiffany St., 

The Bronx, N. Y. C. 
JUNGE, ANTOINE— Assistant German, Girls' H. S. ; 247 New York Ave., Brooklyn. 

K 

KAHN, TEANETTE— Junior Stenography and Typewriting, Julia Richman H. S. ; 860 E. 161st St., 

The Bronx, N. Y. C. Tel. 5516 Melrose. 
KAHN, TOSEPH— Assistant Mathematics, H. S. of Commerce; 860 E. 161st St., The Bronx, N. Y. C. 

Tel. 5516 Melrose. 
KATNE, TOSEPH M— Assistant Biology, Boys' H. S. ; 185 Lefferts PI., Brooklyn. 
KANE. THOMAS F.— Assistant Mathematics, Curtis H. S. ; 5 Castleton Park, New Brighton, N. Y. 

Tel. 139-J Tompkinsville. 
KAPHAN, LUDWIG— Assistant History, De Witt Clinton H. S. ; 463 Eleventh St., Brooklyn. TeL 

670 South. 
KATZ, HENRY D. — Assistant Commercial Branches, Washington Irving H. S. ; 301 W. 122d St., 

Manhattan. Tel. 7620 Morningside. 
KATZ, SAMUEL — Assistant Eng., Manual Training H. S. ; 751 Howard Ave., Brooklyn. Tel. 2641-J 

East New York. 
KATZ, SIDNEY F— Librarian, Eastern District H. S. ; 76 W. 82d St., Manhattan. Tel. 9126 

Schuyler. 
KAVENY. MARTIN— Substitute Clerk, De Witt Clinton H. S. ; 70 W. 92d St., Manhattan. 
KAUFFMAN, WTLLIAM A.— Assistant Science, Eastern District H. S. ; 15 Union Park Ave., Jamaica, 

N. Y. 
KAUFFMAN, WILLIAM A.— Physics, Eastern District H. S. ; 15 Union Park Ave., Jamaica, N. Y. 
KEARNEY, MAURICE W— Assistant Physics-Chemistry, Bay Ridge H. S. ; 155 Sixth Ave, 

Brooklyn. 
KECK, FRED R. — Assistant Mathematics, Erasmus Hall H. S. ; 352 Argyle Rd., Brooklyn. 
KEEN. T. R.— Assistant English, Wadleigh H. S. ; 207 W. 56th St. 

KEENER, ROBERT H.— First Assistant Modern Languages, Bushwick H. S. ; 557 W. 124th St., Man- 
hattan. Tel. 5780 Morningside. 
KEIGWIN, HENRY W. — Assistant Mathematics fin charge of Williamsbridge Annex), Evander Childs 

H. S. ; 24 N. 9th Ave., Mt. Vernon, N. Y. Tel. 215-R Mt. Vernon. 
KELLER. FRANKLIN J.— Assistant English, De Witt Clinton H. S. ; 243 E. 200th St., Manhattan. 

Tel. 5324 Tremont. 
KELLER, HERMINA H.— Assistant English, Washington Irving H. S. ; 1522 Bryant Ave., The Brcjnx, 

N. Y. C. Tel. 5284 Tremont. 
KELLEY, FRANK B.— Assistant Historv, De Witt Clinton H. S. ; 455 Madison Ave,, Elizabeth, N. J. 

Tel. 1106 E. 113 Elizabeth. 
KELLOGG, RAYMOND N — Assistant Elocution, Morris H. S. ; 2395 Walton Ave., The Bronx, N. Y. C. 
KELLY, D. F.— Assistant Mathematics, De Witt Clinton H. S. ; 215 E. 238th St., Manhattan. Tel. 

1049-T Woodlawn. 
KELLY. WILLIAM H.— Assistant Mathematics, Eastern District H. S. ; 301 E. 68th St., Manhattan. 

Tel. Plaza 3770. 
KELLY, WILLIAM IT.— Mathematics, Eastern District H. S. ; 301 E. 68th St., Manhattan. TeT. 3770 

Plaza. 
KELLNER, ANNA T.— Assistant German, Girls' H. S. ; 179 Hancock St., Brooklyn. 
KELSEY, LOUISE H.— Assistant Mathematics, Wadleigh H. S. ; 128 W. 11th St.; Tel. 661 Chelsea. 
KELSEY, LUCILE F— Assistant English, Wadleigh H. S. Annex; 106 Morningside Drive. Tel. 

8905 Morningside. 
KEMNA, CHARLOTTE— Assistant Domestic Arts, Washington Irving H. S. ; 353 W. 57th St., Man- 
hattan. Tel. 6929 Columbus. 
KENNEDY, ANNA J.— Assistant History, Far Rockaway H. S. : 207 8th Ave., Brooklyn. 
KENNEDY, AGNES — Assistant Stenography and Typewriting, Julia Richman H. S. ; 424 E. 17th St., 

Manhattan. 
KERN, ALBERT T. W.— Assistant German, Manual Training H. S. ; Tamaica, L. I. 

KERR, FRANK E. — Assistant Commercial Branches, Curtis H. S. ; 51 Grace Church PI., Port Rich- 
mond, N. Y. 
KETCHUM, DAISY T— Assistant Drawing, Girls' H. S. ; Hotel St. George, Brooklyn. 
KEYES, ROWENA K.— Assistant English, Girls' H. S. ; 27 Monroe St., Brooklyn. 

317 



HIGH SCHOOL DIRECTORY 

KILBURN, FLORENCE M.— Assistant Commercial Branches, Richmond Hill, H. S. ; 359 Jefferson 
Ave., Brooklyn. Tel. 1102 Bedford. 

KILLEN, ARTHUR H — Assistant, Flushing H. S. ; 47 Busling Ave., Flushing, L. T. 

KING, CYRUS A.— First Assistant Biology, Erasmus Hall H. S. ; 387 E. 5th St., Brooklyn. 

KING, ELIZABETH EDWARDS— Assistant in English, Wadleigh H. S. ; 537 W. 121st St. Tel. 5120 
Morningside. 

KING, HELEN L. — Assistant Latin, Eastern District H. S. ; 68 S. Washington Square, Manhattan. 

KING, HELEN L — Latin, Eastern District H. S. ; 68 Washington Sq. South, Manhattan. 

KING, MELVILLE S.— Assistant Commercial Branches, H. S. of Commerce; 932 Teller Ave., The 
Bronx, N. Y. C. 

KINGSBURY, MARY A.— Librarian, Erasmus Hall H. S. ; 117 St. Johns PI., Brooklyn. 

KINGSBURY, GEO. H— Science, Newtown H. S. ; 47 Lamont Ave., Elmhurst, L. I. 

KINNAN, MADELINE— Assistant Phonography, Washington Irving H. S. ; 414 W. 149th St., Man- 
hattan. Tel. See Carolyn Court. 

KIRBY, J. ALBERT — Assistant Penmanship, Bushwick H. S. ; 713 Eastern Parkway, Brooklyn. 

KISO, FREDA— German, Eastern District H. S. 63 Arondale St., Woodhaven, N. Y. Tel. 2495 Rich- 
mond Hill. 

KIVLEN, MAUDE D. — Assistant English, Washington Irving H. S. ; 22 St. Nicholas PL, Manhattan. 
Tel. 2604 Audubon. 

KLAFTER, SIMEON H.— Assistant German, Stuyvesant H. S. ; 340 E. 15th St., Manhattan. 

KLEES, C. MATHILDE— Assistant Stenography, Washington Irving H. S. ; 347 W. 55th St., Manhat- 
tan. Tel. 8466 Columbus. 

KLEIN, ANTHONY W.— Assistant Commercial Branches, Evander Childs H. S. ; 931 Fox St., New 
York. Tel. 5871 Melrose. 

KLEIN, JOSEPH T.— Assistant Commercial Branches, Richmond Hill H. S. ; 56 W. 115th St., Man- 
hattan. Tel. 4843 Harlem. 

KLEIN, MARGARET A. — Assistant Elocution, Flushing H. S. ; 40 Morningside Avenue East, Man- 
hattan. Tel. 3447 Morningside. 

KLEIN, MORRIS G.— Assistant Drawing, De Witt Clinton H. S. ; 826 Hewitt PI., Manhattan. Tel. 
8329 Melrose. 

KLOCK, CLAUDE W. — Assistant Latin, Eastern District H. S. ; 123 Elmwood St., Woodhaven, L. I. 

KLOCK, CLAUDE W.— Latin, Eastern District H. S. ; 123 Elmwood St., Woodhaven, L. I. 

KNOX, JAXON — Assistant English, De Witt Clinton H. S. ; 195 Claremont Ave., Manhattan. Tel. 5100 
Morningside. 

KNOX, CHARLOTTE G.— Assistant English, Morris H. S. ; 828 St. Nicholas Ave., Manhattan. 

KNOPFMACHER, IDA— Assistant German, Julia Richman H. S. ; 107 W. 64th St., Manhattan. 

KONHEIM, JEROME— Assistant Accounts, Commercial H. S. ; 548 W. 164th St., Manhattan. Tel. 6810 
Audubon. 

KOCH, ERNEST H., TR.— Assistant Mathematics, H. S. of Commerce; 71 E. 87th St., Manhattan. 

KOOPMAN, BERNARD S. — Assistant Commercial Branches, H. S. of Commerce; 96 W. 163d St., 
The Bronx, N. Y. C. Tel. 5816 Melrose. 

KOREY, ABRAHAM J.— Assistant English, Stuyvesant H. S. ; 334 E. 25th St., Brooklyn. 

KOUERMAN, HELENE V.— Assistant French, Morris H. S. ; 2676 Morris Ave., The Bronx, N. Y. C. 

KNAPP, ANNIE M.— Assistant History, Richmond Hill H. S. ; 4651 Fulton St., Richmond Hill, L. I. 
Tel: 15 18- J Richmond Hill. 

KNICKERBOCKER, EDWIN VAN B.— Assistant English, H. S. of Commerce; 36 St. Nicholas PI. 
Tel. 6009 Audubon. 

KNOWLSON, WALTER S.— Assistant History, Erasmus Hall H. S. ; 455 E. 4th St., Brooklyn. Tel. 

7279-R Flatbush. 

KNOWLTON, MARY E— Assistant English, Morris H. S. ; 168 W. 121st St., Manhattan. Tel. 6713 
Morningside. 

KNOX, T. HARRY — Assistant Mechanical Drawing, Stuyvesant H. S. ; 243 Washington St., Glen 
Ridge, N. T. Tel. 1218-W Glen Ridge. 

KRAKER, GOLDIE— Clerical Assistant, Washington Irving H. S. ; 288 W. 147th St., Manhattan. Tel. 
2284 Audubon. 

KRAMER, BENTAMIN J. — Laboratory Assistant, Eastern District H. S. ; 232 Henry St,. Brooklyn. 

KRAUSE, ARTHUR K. — Assistant Mathematics, De Witt Clinton H. S. ; 2316 Andrews Ave., Bronx. 
Tel. 4621 Tremont. 

KRAUSE, CARL A. — First Assistant Modern Languages, Jamaica H. S. ; 1087 Prospect PI., Brooklyn. 
Tel. 7379 Bedford. 

KRELLENSTEIN, RAY — Physical Training, Eastern District H. S. ; 969 Trinity Ave., The Bronx, 
N. Y. C. Tel. 7132 Melrose. 

KRETSCHMAR, MADGA — German, Eastern District H. S. ; 212 Pennsylvania Ave., Brooklyn. Tel. 
3039 East New York. 

KRITSCHMAR, MAGDA — Assistant German, Eastern District H. S. ; 212 Pennsylvania Ave., Brooklyn. 
Tel. 3039-W E. N. Y. (discontinued). 

KROEBER, ELSBETH— Assistant Biology, Morris H. S. ; 151 W. 80th St., Manhattan. Tel. 5294 
Schuyler. 

KUHN, ADELINA — French, Eastern District H. S. ; 2730 Broadway, Manhattan. Tel. 10461 Riverside. 

KUHN, ADELINA — Assistant Modern Languages, Eastern District H. S. ; 2730 Broadway, Manhattan. 
Tel. 10461 Riverside. 

KUHN, MINA D. — Assistant Music, Curtis H. S. ; 414 Richmond Terrace, New Brighton, N. Y. Tel. 
1649 Tompkinsville. 

KUPFER, ELSIE M.— First Assistant Biology, Wadleigh H. S. ; 44 W. 97th St. Tel. 8839 Riverside. 



LACEY, BERTHA J. — Assistant Drawing, Washington Irving H. S. ; 100 Morningside Drive, Manhat- 
tan. Tel. 6272 Morningside. 

LADEN, JAMES E. — Assistant Mathematics, Erasmus Hall H. S. ; 419 W. 115th St., Manhattan. 

LAGERWALL, CHAS. J.— Assistant Mathematics, H. S. of Commerce; 419 E. 144th St., The Bronx, 
N. Y. City. 

318 



H. S. T. A. BULLETIN 

LAMB, WILLIAM W.— First Assistant German, Manual Training H. S. ; 952 E. 13th St., Brooklyn. 

Tel. 5807-T Midwood. 
LANCASTER, BERTHA— Assistant English, Julia Richman H. S. ; 376 E. 7th St., Brooklyn. Tel. 

2444-J Flatbush. 
LANDAU, LAURA— Assistant Mathematics, Morris H. S. ; 307 W. 98th St., Manhattan. Tel. 3964 

Riverside. 
LANDERS, LELAND L.— Assistant Mathematics, Richmond Hill H. S. ; 2992 Orchard Ave., Rich- 
mond Hill, L. I. Tel. 1079 Richmond Hill. 
LANE, MARY C— Assistant Latin, Flushing H. S. ; 102 Jagger Ave., Flushing, L. I. Tel. 322-W 

Flushing. 
LANGDON, AMANDA — Assistant Commercial Branches, Washington Irving H. S. ; 1S7 W. 123d St., 

Manhattan. Tel. 3786 Morningside. 
LANGDON, RUTH J.— Assistant Stenography, Washington Irving H. S. ; 157 W. 123d St., Manhattan. 

Tel. 3786- Morningside. 
LANDSMAN, CHARLES M — Assistant Mathematics, De Witt Clinton H. S. ; 547 W. 157th St., 

Manhattan. 
LANDSMAN, MORRIS J.— Substitute Commercial Branches (license), Bushwick H. S. ; 21 W. 111th 

St., Manhattan. 
LAMBERT, MARCUS B.— Assistant German, Richmond Hill, H. S. ; 5 Maxwell Ave., Jamaica, L. I. 
LAMBERT, SOPHIA W.— Assistant Biology, Washington Irving H. S. ; 12 Bainbridge St., Brooklyn. 

Tel. 5972-W Bedford. 
LANZ, IDA B.— Assistant French, Morris H. S. ; 1224 Pacific St., Brooklyn. Tel. 3400 Bedford. 
LANZ, JEANNE M— Assistant French, Eastern District H. S. ; 1224 Pacific St., Brooklyn. Tel. 5480 
LANZ, JEANNE M.— French, Eastern District H. S. ; 1224 Pacific St., Brooklyn. Tel. 5480 Prospect. 
LANZ, LEA B.— Assistant French, Far Rockaway H. S. ; 1224 Pacific St., Brooklyn. Tel. 3400 Bedford. 
LAPATNIKOFF, PAULA— Assistant German, Wadleigh H. S. ; 929 Whitlock Ave. Tel. 5435 Melrose. 

Prospect. 
LAPOLLA, GARIBALDI M.— Assistant English, De Witt Clinton H. S. ; 29 W. 129th St., Manhattan. 
LARKINS, CHARLES D— Principal, Manual Training H. S. ; 225 Argyle Rd., Brooklyn. Tel. 355-W 

Flatbush. 
LARSH. CHAS. H— Commercial Branches, Newtown H. S. ; 38 Cook Ave., Elmhurst, L. I. 
LASHER, WM. R.— Assistant Mathematics, Erasmus Hall H. S. ; 825 Argyle Rd., Brooklyn. 
LASSWELL, ARTHUR C— Assistant Biology, Manual Training H. S. ; 392 15th St., Brooklyn. 
LAUDER, MARY A.— Assistant English, Erasmus Hall H. S. ; 1395 Dean St., Brooklyn. Tel. 2641-W 

Decatur. 
LAW, FREDERICK H.— First Assistant English, Stuyvesant H. S. ; 472 Argyle Rd., Brooklyn. Tel. 

1316-M Flatbush. 
LAWRENCE, ANTOINETTE— First Assistant History, Jamaica H. S.; 25 McDonough St., Brooklyn. 

Tel. 5240 Bedford. 
LAWTON, MARY A.— Assistant English, Washington Irving H. S. ; 50 Nevins St., Brooklyn. 
LAWTON, MAXWELL F— Assistant Latin-History, Bay Ridge H. S. ; 2255 83d St., Brooklyn (1749 

W. Bath Beach). 
LAY, WILFRID— Assistant Latin, Flushing H. S. ; 20 Neff PI., Flushing, L. I. Tel. 1347-W Flushing. 
LEAVITT, WILLIAM M— Assistant Latin, Stuyvesant H. S. ; 229 34th St., Woodcliff-on-Hudson, N. Y. 
LE BEL, EMILJE M. — Clerical Assistant, Washington Irving H. S. ; 4368 Richardson Ave., The Bronx, 

N. Y. C. 
LEE, TOSEPH B.— Assistant Mathematics, Commercial H. S. ; 942 St. Marks Ave., Brooklyn. Tel. 7846 

Bedford. 
LEE, MARGUERITE T.— First Assistant Biology, Girls' H. S. ; 66 W. 95th St., Manhattan. Tel. 

3562 Riverside. 
LEETE, GERTRUDE M — Assistant History, Richmond Hill H. S. ; Central Ave., N. of Myrtle, Rich- 
mond Hill, L. I. Tel. 2567 Richmond Hill. 
LEGGETT, BLANCHE C— Assistant Greek, Erasmus Hall H. S. ; 412 Ocean Ave., Brooklyn. 
LEHRER, I. D.— Substitute Physical Training, De Witt Clinton H. S. ; 1485 St. Marks Ave., Brooklyn. 
LEIBOVITZ, NATHAN— Assistant Commercial Branches, Bushwick H. S. ; 13 E. 112th St., Manhattan. 
LEONHARD, THEODORE S.^-Assistant Mechanical Drawing, Stuyvesant H. S. ; 696 Decatur St., 

Brooklyn. 
LEIGHTON, MARGARETTE M— Assistant Mathematics, Morris H. S. ; 435 W. 123d St., Manhattan. 
LELAND, GENEVIEVE M— Clerical Assistant, Girls' H. S. ; 129 Lafayette Ave., Brooklyn. 
LEMAN, GEORGE W.— Assistant Mathematics, Erasmus Hall H. S. ; 55 Park PL, Brooklyn. 
LEMOWITZ, NATHAN H.— Commercial Branches, Eastern District H. S. ; 38 W. 113th St., Man- 
hattan. 
LEMOWITZ, NATHAN H.— Assistant Commercial Branches, Eastern District H. S. ; 38 W. 113th St., 

Manhattan. 
LENFEST, BERTRAM E— Assistant Boys' Shop, Manual Training H. S. ; 152A 76th St., Brooklyn. 

Tel. 1455-R Bath Beach. 
LENT, SUZANNE B.— Assistant English, Richmond Hill H. S. ; 524 N. Lefferts Ave., Richmond Hill, 

L. I. Tel. 527-J Richmond Hill. 
LENZ, GEORGE T— Assistant German, Wadleigh H. S. : 357 W. 117th St. Tel. 8337 Morningside. 
LEONARD, HOWARD C— Assistant German, Curtis H. S. : 381 Dean St., Brooklyn. 
LEONARD, MRS. NINA V.— Assistant Elocution, Julia Richman H. S. ; 106 W. 130th St., Manhattan. 

Tel. 2035-W Morningside. 
LEPERE, BERTHE B— Assistant French, Girls' H. S. ; 19 E. 128th St., Manhattan. 
LEROY, WALTER I. — Assistant Toinery, Manual Training H. S. : 255 Stuyvesant Ave., Brooklyn. 

Tel. 1493 Bushwick. 
LEUCHS, FRITZ A. H— Assistant German, Morris H. S. ; 600 E. 164th St., The Bronx, N. Y. C. 

Tel. 560 Melrose. 
LEVENE, HARRY— Assistant Mathematics, De Witt Clinton H. S. ; 43 W. 112th St., Manhattan. Tel. 

2009 Harlem. 
LEVENTHAL, MURRAY J. — Assistant Mathematics, Stuyvesant H. S. ; 3 Attorney St., Manhattan. 
LEVINE, MAURICE— Assistant Mathematics, Evander Childs H. S. ; 87 Taylor St., Brooklyn. Tel. 

319 



HIGH SCHOOL DIRECTORY 

LEVINE, HERMAN B.— Assistant English, Boys' H. S. ; 150 Hooper St., Brooklyn. Tel. 4150 Wmsbg. 

3353-W South. 
LEVINS, TULIA MARY — Assistant Domestic Arts, Washington Irving H. S. ; 1785 Topping Ave., The 

Bronx, N. Y. C. Tel. 4886 Tremont. 
LEVY, HARRY A. — Laboratory Assistant, Erasmus Hall H. S. ; 607 Water St., Brooklyn. 
LEVY, HENRY — Assistant Commercial Branches, Washington Irving H. S. ; 116 Saratoga Ave., 

Yonkers, N. Y. Tel. 1319 Yonkers. 
LEVY, ROSE ADELAIDE— Junior Stenography and Typewriting, Julia Richman H. S. ; 216 W. 84th 

St., Hotel Bonta, Manhattan. Tel. 9500 Riverside. 
LEWENTHAL, REBECCA— Assistant Drawing, Julia Richman H. S. ; 2412 7th Ave., Manhattan. Tel. 

2120 Audubon. 
LEWIS, ALFRED H— Assistant Mathematics, H. S. of Commerce; Congers, Rockland Co., N. Y. 

Tel. 75-J Congers. 
LEWIS, ARTHUR C— Assistant Mathematics, Morris H. S. ; 1024 Boston Rd., The Bronx, N. Y. C. 
LEWIS, ERNEST D.— Assistant History, H. S. of Commerce; 507 W. 113th St., Manhattan. Tel. 8420 

Morningside. 
LEWIS, FREDERICK Z.— First Assistant Biology, Boys' H. S. ; 845 E. 34th St., Brooklyn. Tel. 5230 

Flatbush. 
LEWIS, EDWARD F— Assistant Commercial Branches, Bryant H. S. ; 14 Sanford Ave., Flushing, L. I. 

Tel. 127-M. Flushing. 
LEYENBERGER, HARRY W.— Assistant Commercial Branches, Bushwick H. S. ; Floral Park, L. I. 
LIEBERMAN, ELIAS— Assistant English, Bushwick H. S. ; 10 Bleecker St., Brooklyn. 
LINDEN, MARY V. — Assistant Stenography, Washington Irving H. S. ; 226 W. 75th St., Manhattan. 

Tel. 7265 Columbus. 
LINDLAR, WILLIAM— Assistant Physical Science, Manual Training H. S. ; 2725 Albemarle Rd., 

Brooklyn. 
LINDSEY, FREDERICK B.— Assistant English, H. S. of Commerce; Waldwick, N. J. 
LINGG, AMALIE S— German, Bushwick H. S. ; 303 St. Paul's Ave., Tompkinsville, Richmond Bor. 
LINKER, TOHN — Assistant Commercial Branches, Julia Richman H. S. — 157 W. 111th St., Manhattan. 

Tel. 3229 Morningside. 
LINVTLLE. HENRY R— First Assistant Biology, Jamaica H. S. ; 60 Sewall Ave., Jamaica, L. I. Tel. 

1139-J Jamaica. 
LIPPE, ADOLPH A.— Assistant Mathematics, Evander Childs H. S. ; 940 Fox St., New York. Tel. 

6644 Melrose. 
LIPPERT, MARIE P.— Assistant German, Morris H. S. ; 1153 Boston Rd., The Bronx, N. Y. C. 
LIPPNER, SIMON L— Assistant German, Bay Ridge H. S. ; 302 Throop Ave., Brooklyn. 
LIPSCHUTZ, BERTHOLD— Assistant Commercial Branches and Economics, Evander Childs H. S. ; 

162 W. 144th St. 
LIPSKY, ABRAM — Assistant German, Stuyvesant H. S. ; 1001 Faile St., Manhattan. 

LISCOMBE, MRS. ESTHER A.— Additional Teacher Music, Girls' H. S. ; 619 11th St., Brooklvn. 
LITTIG, M. JOSEPHINE— Assistant Drawing, Bushwick H. S. ; 296 Lafayette Ave., Brooklyn. Tel. 

3791 Prospect. 
LIVERMORE, HARRIET L.— Assistant Physical Training, Flushing H. S. ; 550 Eastern Parkway, 

Brooklyn. Tel. 3143-R Bedford. 
LIVERMORE, H. LOUISE— Assistant Phvsical Training (Girls), Far Rockaway H. S. ; 550 Eastern 

Parkway, Brooklyn. Tel. 3143-R Bedford. 
LOCKE-HENRY, ANNA W.— Assistant Physiology, Wadleigh H. S. ; 44 Morningside Drive. Tel. 252 

Morningside. 
LOCKWOOD, CORNELIUS W— Assistant Physics, Stuyvesant H. S. ; 920 President St., Brooklyn. 

Tel. 5716 Prospect. 
LOEW, TOSEPH— Assistant English, De Witt Clinton H. S. ; 410 Central Park West, Manhattan. Tel. 

7568-T Riverside. 
LOEWINTHAN, ALBERT— Assistant English, De Witt Clinton H. S. ; 339 E. 79th St., Manhattan. 

Tel. 3584 Lenox. 
LOFTUS, JOHN J.— Assistant English, Commercial H. S. ; 516 Sixty-first St., Brooklyn. 
LOGUE, ANNIE E. — Assistant Domestic Arts, Washington Irving H. S. ; 608 Lexington Ave., Man- 
hattan. Tel. 2615 Plaza. 
LONG, LESLIE O.— Assistant History, De Witt Clinton H. S. ; 417 Riverside Drive, Manhattan. 
LONG, R. L. — Assistant Commercial Branches, H. S. of Commerce; 2358 University Ave., The 

Bronx, N. Y. C. 
LONGNECKER, ANNA B— Clerical Assistant, Washington Irving H. S. ; 565 9th St., Brooklyn. 

Tel. 1075 South. 
LOOK, SAMUEL M— Assistant English, Morris H. S. ; 3875 Broadway, Manhattan. Tel. 3010 

Audubon. 
LORING, TACOB M. — Assistant Commercial Branches, Washington Irving H. S. ; 58 S. 17th St., 

Flushing, L. I. Tel. 1860-R Flushing. 
LOOS, RICHARD F.— Assistant German, Washington Irving H. S. ; 150 Franklin Place, Brooklyn. Tel. 

420 Flushing. 
LOUGHRAN, AGNES M. — Assistant Commercial Branches, Eastern District H. S. ; 142 Rutledge St., 

Brooklyn. Tel. 4179-W Williamsburgh. 
LOUGHRAN, AGNES M.— Commercial Branches, Eastern District H. S. ; 142 Rutledge St., Brooklyn. 

Tel. 4179-W Williamsburgh. 
LOUGHRAN, JOHN— Assistant English, Commercial H. S. ; 195 Kingston Ave., Brooklyn. Tel. 1352 

Bedford. 
LOVE, HARRY M. — Assistant English, Commercial H. S. ; 970 Eastern Parkway, Brooklyn. 
LOVELL, KATHERINE A.— Assistant Drawing, Erasmus Hall H. S. ; 260 Cumberland St., Brooklvn. 
LOW, CLARA L.— Assistant Domestic Science, Evander Childs H. S. ; 312 W. 112th St., Manhattan. 

Tel. 2944-W Morningside. 
LOW, J. HERBERT— First Assistant History, Manual Training H. S. ; 177 Woodruff Ave., Brooklyn. 

Tel. 1381 Flatbush. 
LOWD. EMMA F.— First Assistant English (Chairman), Washington Irving H. S. ; 52 Irving PL, 

Manhattan. Tel. 3827 Stuyvesant. 

320 



H. S T A. BULLETIN 

LUDWIG, AUGUSTUS— Assistant English, Manual Training H. S. ; 170 Mortense St., Brooklyn. Tel. 

8918-W Flatbush. 
LUCEY, MICHAEL H — Assistant History, De Witt Clinton H. S. ; Emerson Hill, S. I Tel. S94-M 

Tompkinsville. 
LUMLEY, ELEANOR P.— Assistant Latin, Girls' H. S. ; 154 Halsey St., Brooklyn. 
LUNDY, E. S. — Commercial Branches, Bush wick H. S.-; 170 Highland Boulevard, Brooklyn. 
LUPTON, OLIVE MOORE— Assistant English, Julia Richman H. S. ; 107 W. 64th St., Manhattan. 
LUTHER, E. M.— Assistant English, Manual Training H. S. ; 481 6th St. Brooklyn. Tel. 2370 South. 
LYLE, EDITH K— Assistant History, Girls' H. S. ; 132 Remsen St., Brooklyn. 

M 

McAULIFFE, ANNA E — Science, Newtown H. S. ; 154 E. 91st St., Manhattan. 

McARDLE, JOHN PHILIP— Assistant Mathematics, Manual Training H. S. ; 104 72d St., Brooklyn. 
Tel. 844-M Bay Ridge. 

McBRIDE, ELINOR— Assistant Latin, Wadleigh H. S. ; 449 W. 123rd St. Tel. 973 Morningside. 

McCAIN, BLANCHE — Assistant Commercial Branches, Washington Irving H. S. ; 574 Belgrove Drive, 
Arlington, N. J. Tel. 76-J Arlington. 

McCAIN, MAUDE — Assistant Commercial Branches, Washington Irving H. S. ; 574 Belgrove Drive, 
Arlington, N. T. Tel. 76-J Arlington. « 

McCALL, CARLETON C— Assistant Boys' Shop, Manual Training H. S. ; 1323 74th St., Brooklyn. 

McCARTHY, JOHN D. — Assistant Biology, De Witt Clinton H. S. ; 2337 Andrews Ave., Manhattan. 

McCARTY, MARIA C— Assistant Latin, Girls' H. S. ; 38 Clinton St., Brooklyn. 

McCARTNEY, HOGE— Assistant English, Boys* H. S. ; 1155 Dean St., Brooklyn. Tel. 4100 Bedford. 

McCONVILLE, LILLIAN M— Physical Training, Bushwick H. S. ; 25 Madison St., Brooklyn. Tel. 
577-J. Prospect. 

McCORMACK, THOS. H— Assistant Mathematics, H. S. of Commerce; 1362 Fulton Ave., Brooklyn. 

McCREA, ANNIE— Assistant Drawing, De Witt Clinton H. S. ; 526 W. 114th St., Manhattan. 

McCREARY, HERBERT T.— Assistant Mathematics, Manual Training H. S. ; 784 President St., Brook- 
lyn. Tel. 848-W Prospect. 

McCUTCHEON, LOUISE H.— Assistant French, Washington Irving H. S. ; 519 W. 121st St., Man- 
hattan. Tel. 8790 Morningside. 

McDERMOTT, ANNIE— Commercial Branches, Eastern District H. S. ; 160 Hewes St., Brooklyn. 

McDONALD, H. ROSABEL— Substitute Drawing. Evander Childs H. S. : 209 Dyckman St., Man- 

McDONALD, JOHN J.— Assistant Latin, Manual Training H. S. ; 132 Berkeley PI., Brooklyn, 
hattan. Tel. 1127 Audubon. 

McDONALD, MILO F — Assistant English, Bushwick H. S. ; 1459 Dean St., Brooklyn. 

McDOWELL, FLORENCE— Assistant English, Wadleigh H. S. ; 504 W. 112th St. Tel. 1095 Morning- 
side. 

McDOWELL, JOHN D.— Assistant Mathematics, Boys' H. S. ; 77 Lefferts PL, Brooklyn. Tel. 1895 
Prospect. 

McDOWELL, MARY S.— Assistant Latin. Manual Training H. S. ; 20 Crooke Ave., Brooklyn. Tel. 
1379-J Flatbush. 

McGILL, BEATRICE SHAW— Assistant French, Erasmus Hall H. S. ; 432 Westminster Rd. ( Brooklyn. 

McGILL, FRANKLIN CLARK— Assistant Latin, Erasmus Hall H. S. ; 432 Westminster Rd., Brooklyn. 

McGINN, CATHERINE A.— Substitute English, Erasmus Hall H. S. ; 220 79th St., Brooklyn. 

McGOWTN, MARGARET O.— Assistant Domestic Arts, Washington Irving H. S. ; 106 Morningside 
Drive, Manhattan. Tel. 8905 Morningside. 

McGRATH. WILLIAM T— Assistant English, H. S. of Commerce; 561 W. 180th St., Manhattan. 

McGUIRE, MARGUERITE E.— Substitute Algebra, Bushwick H. S. ; 167 Himrod St., Brooklyn. 

McGWIREY, MABEL — Substitute German, Washington Irving II. S. ; 789 West End Ave., Manhattan. 
Tel. 9923 Riverside. 

McINTYRE, EDITH A.— Assistant Cooking, Bryant H. S. ; 347 W. 55th St., Manhattan. Tel. 8466 
Columbus. 

McINTIRE. RUBY C— Assistant English, Washington Irving H. S. ; 414 W. 121st St.. Manhattan. 

AIcKECHNIE, ELIZABETH M.— Clerical Assistant, Erasmus Hall H. S. ; 1164 Pacific St., Brooklyn. 
Tel. 1677-J Prospect. 

McKEE, LOUISE— Stenography and Typewriting, Eastern District H. S. ; 205 Park PI., Brooklyn. 

McKENNA, MARY E. — Assistant Mathematics, Washington Irving H. S. ; 155 W. 91st St., Manhattan. 
Tel. 7486 Riverside. 

McKINNEY, MAY— Assistant Latin, Bryant H. S. ; 68 E. 77th St., Manhattan. Tel. 1871 Lenox. 

McLANE, FANNIE MOULTON— Assistant Biology, Julia Richman H. S. ; 229 W. 126th St., Man- 
hattan. 

McMAHON. M. MABEL— Assistant Latin, Bryant H. S. ; 7 W. 82d St., Manhattan. 

McMAHON, KATHRYN— Physical Training, Newtown H. S. ; 1234 Pacific St., Brooklyn. 

McMILLEN, FLORENCE— Assistant Mathematics, Wadleigh H. S. ; 1 W. 101st St. Tel. 6942-J 
Riverside. 

McMILLEN, H.— Assistant Chemistry, Curtis H. S. ; 1647 Richmond Tpke., W. New Brighton, N. Y. 
Tel. 975-R West Brighton. 

McNALLY, EDWARD — Assistant English, Commercial H. S. ; Lynbrook, L. I. 

McQUADE. ROSE — Assistant Mathematics, Washington Irving H. S. ; 370 Convent Ave., Manhattan. 

McTIERNAN, THOMAS— Assistant Elocution, De Witt Clinton H. S. ; 117 E. 39th St., Manhattan. 

MAC COLL, GRACE BEATRICE— Assistant History, Erasmus Hall H. S. ; 359 E. 21st St., Brooklyn. 

MAC COLL, ROBERT J.— Assistant Mathematics, Manual Training H. S. ; 616 W. 184th St., Man- 
hattan. 

MACKBY, TULIUS C— Assistant Mechanical Drawing, Manual Training H. S. ; 427 St. Tohns PL, 

MACKAY, ALFRED — Assistant Physical Science, Manual Training H. S. ; 519 8th Ave., Brooklyn. 
Tel. 2796 South. 

MACKAY, CATHERINE— Office Assistant, Newtown H. S. ; 7 Chicago St., Elmhurst, L. I. 

MACKAY, DAVID L— Assistant Mathematics, Bay Ridge H. S. ; 86 Woolsey St., Astoria, L. I. 

MACKEY, ARTHUR J.— Assistant Commercial Branches, Bay Ridge H. S. ; 187 Joralemon St., 
Brooklyn. Tel. 7388 Prospect. 

321 






HIGH SCHOOL DIRECTORY 

Mac LAREN, DONALD C— Assistant Mathematics, De Witt Clinton H. S. 

MAC LEAN, DONALD CHARLES— Assistant Mathematics, Erasmus Hall H. S. ; 1567 Brooklyn Ave., 

Brooklyn. 
MacVAY, ANNA PEARL— Teacher Latin and Greek, Wadleigh H. S. ; 7 W. 49th St. Tel. 3785 Plaza. 
MAEDER, EMILY L— Assistant Cooking, Julia Richman H. S. ; 123 W. 121st St., Manhattan. Tel. 

703 Morningside. 
MACFARLANE, HAZEL P.— Substitute English, Erasmus Hall H. S. ; 289 Clermont Ave., Brooklyn. 

Tel. 5969-W Prospect. 
MAGEWORTH, T. OTIS— Assistant German, Manual Training H. S. ; 902 President St., Brooklyn. 

Tel. 3161 Prospect. 
MAGINN, ELIZABETH M— Assistant French, Manual Training H. S. ; 117 Montague St., Brooklyn. 

Tel. 7559 Main. 
MAHAN, LUCY N.— Assistant English, Bushwick H. S. ; 117 First PL, Brooklyn. Tel. 1815 Hamilton. 
MAHER, ADELAIDE E.— Substitute Latin, Bushwick H. S. ; 72 E. 121st St., Manhattan. Tel. 4611 

Harlem. 
MAIER, AUGUSTUS— Assistant Physical Training, Stuyvesant H. S. ; 254 Vanderbilt Ave., Brooklyn. 
MALE, ROY R. — Assistant Accounts, Commercial H. S. ; 3811 Avenue I, Brooklyn. Tel. 6974-R Mid- 
wood. 
MALONEY, KATHERINE E— Assistant Drawing, Julia Richman H. S. ; 235 W. 138th St., Manhattan. 

Tel. 7746 Audubon. 
MALOUBIER, HENRIETTE B — Assistant French, Bushwick H. S. ; 800 E. 14th St., Brooklyn. Tel. 

4481 Flatbush. 
MANAHAN, MARY G.— Drawing, Eastern District H. S. ; 34 Jefferson Ave., Brooklyn. Tel. 3300 

Prospect. 
MANAHAN, MARY G. — Assistant Drawing, Eastern District H. S. ; 34 Jefferson Ave., Brooklyn. Tel. 

3300 Prospect. 
MANFRED, MAUD E— Assistant German (Chairman), Richmond Hill H. S. ; 47 Hancock St., Brook- 
lyn. Tel. 6072-W Bedford. 
MANGUSE, WILLIAM P.— Assistant Mathematics, De Witt Clinton H. S. : 541 W. 124th St., Man- 
hattan. 
MANGUSE, WIILLIAM P.— Assistant Mathematics, H. S. of Commerce; 541 W. 124th St., Manhat- 
tan. Tel. 2669 Mornineside. 
MANKIEWICZ, FRANK— Assistant German, Stuyvesant H. S. ; 2711 Decatur St., The Bronx, N. Y. C. 
MANN, J.— Teacher in Training, Latin, Jamaica H. S. ; 1302 67th St., Brooklyn. Tel. 3516 Bath 

Beach. 
MANN, PAUL B— Assistant Biology (head of department), Evander Childs H. S. ; 6 W. 98th St., 

Manhattan. Tel 7600 Riverside. 
MANNHARDT, E. G.— Assistant German, Jamaica H. S. ; 235 E. 57th St., Manhattan. 
MANTEL, HERMAN E. — Assistant German, Stuyvesant H. S. ; 2374 University Ave., The Bronx, 
NAPIER, FRANCES E — English, Erasmus Hall H. S. ; 1421 Pacific St., Brooklyn. Tel. 8537-T 

Bedford. 

N. Y. C. Tel 5186 Tremont. Stamford, Conn., R. F. D. 29. Tel 1015 Ring 4. 
MARGOLIES, FRED B— Clerical Assistant, De Witt Clinton H. S. ; 1459 Forty-seventh St., Brooklyn. 

Tel. 2503 Borough Park. 
MARKS, LAZARUS E— Assistant English, Stuyvesant H. S. ; 112 E. 10th St., Manhattan. 
MARSDEN, NELLE SMITH— Assistant Biology, Erasmus Hall, H. S. ; 186 Prospect PI., Brooklyn. 
MARSH, BESSIE K.— Assistant Physical Training, Wadleigh H. S. Annex; 473 W. 145th St. Tel. 

5175-R Audubon. 
MARSHALL. ADELAIDE— Assistant English, Washington Irving H. S. ; 166 W. 79th St., Manhattan. 

Tel. 7830 Morningside. 
MARSHALL, AGNES M.— English, Newtown H. S. ; 9 Toledo St., Elmhurst, L. I. 
MARSTON, TAMES P.— Assistant English, Stuyvesant H. S . ; 345 E. 15th St., Manhattan. 
MARTIN, HARRIET— Assistant English, Wadleigh H. S. ; 457 W. 123d St. Tel. 5280 Morningside. 
MARTIN, PAUL T— Assistant Music, Eastern District H. S. ; 276-A Ouincy St., Brooklyn. Tel. 2526-R 

Bedford. 
MARTIN, PAUL— Music, Eastern District H. S. ; 276A Quincy St., Brooklyn. Tel. 5357-J Bedford. 

Brooklvn. 
MA.ROUARD, EDWARD G.— Assistant Music, Far Rockaway H. S. ; 333 W. 85th St., Manhattan. 
MAROUARDT, FLORENCE— Assistant History, Manual Training H. S. ; 369 8th St., Brooklyn. Tel. 

1473-T South. 
MAROUARD, EDWARD G — Assistant Music, Flushing H. S. ; 114 Tamaica Ave., Flushing, L. I. 

Tel. 1S82-W Flushing. 
MARVIN, ROBERT B— First Assistant German, Commercial H. S. ; 826 Marcy Ave., Brooklyn. Tel. 

8055-W Bedford. 
MASCHMEDT, MARIE— Substitute German, Bushwick H. S. ; 72 Hanover St., Elmhurst, L. I., Queens. 

Tel. 706-M. Newtown. 
MASON, LUCIUS J.— Assistant Biology, De Witt Clinton H. S. ; 188 Wadsworth Ave., Manhattan. 

Tel. 385 Audubon. 
MASSONNEAU, ROBT. T.— Clerical Assistant, Manual Training H. S. ; 12 E. 19th St., Brooklyn. 
MASTIN, FLORENCE TOSEPHINE— Assistant English, Erasmus Hall H. S. ; 359 E. 21st St., Brooklyn. 
MATTES, MAX H.— Assistant Music, Girls' H. S. ; 742 Lexington Ave., N. Y. C. 
MATTFELD, WILH ELM— Assistant Music, Washington Irving H. S. ; 324 W. 51st St., Manhattan. 

Tel. 3817 Columbus. 
MATTHEWS, ARCHIBALD J.— Assistant English, Morris H. S. ; 425 W. 160th St., Manhattan. Tel. 

4153 Audubon. 
MATTUCK, T. A.— Assistant Physical Science, Manual Training H. S. ; 628 E. 5th St., Brooklyn. Tel. 

8975-W Flatbush. 
MAY, ALFRED A.— Assistant English, H. S. of Commerce; 302 W. 22d St., Manhattan. 
MAYER, ANNA S. — Assistant Mathematics, Wadleigh H. S. Annex, Highland Boulevard and Miller 

Ave., Brooklyn, N. Y. 
MAYERS, LENA — Stenography and Typewriting, Bushwick H. S. ; 678 Greene Ave., Brooklyn. Tel. 

Bedford 4449. 

322 



H. S. T. A. BULLETIN 

MAYFORTH, VALENTINE— Substitute Laboratory Assistant (Chemistry), De Witt Clinton H. S. ; 

856 Bushwick Ave., Brooklyn. 
MAYNARD, ERNEST A. — Assistant Science, Eastern District H. S. ; 17 Union Park Ave., Jamaica, L. I. 
MAYO, MARION J. — First Assistant Mathematics, Eastern District H. S. ; 179 Marcy Ave., Brooklyn. 

Tel. 3800 Williamsburgh. 
MAYO, MARION J.— Mathematics, Eastern District H. S. ; 189 Lincoln Rd., Brooklyn. Tel. 4733-W 

Flatbush. 
MEDALIE, CARRIE K.— Assistant Latin, Bay Ridge H. S. ; 51 E. 129th St., New York City. 
MEEHAN, WILLIAM— Assistant Accounts, Commercial H. S. ; 828 Walnut St., Richmond Hill. Tel. 

605-W Richmond Hill. 
MEHRTENS, HENRY E.— Assistant Manual Arts (Joinery), Stuyvesant H. S. ; 115 Sickels Ave., New 

Rochelle, N. Y. 
MEIGS, KATHERINE H— Assistant Science, Eastern District H. S. ; 70 Herkimer St., Brooklyn. Tel. 

1713-R Bedford. 
MEIGS, KATHERINE H.— Biology, Eastern District H. S. ; 70 Herkimer St., Brooklyn. 
MELSON, GEORGE W.— Assistant Stenography, Commercial H. S. ; Hotel Chelsea, West 23d St., 

Manhattan. 
MELVIN, FLOYD J.— Assistant English, Commercial H. S. ; 939 St. Johns PL, Brooklyn. 
MENDUM, GEORGIANA— Assistant English, Morris H. S. ; Greenridge Park, White Plains, N. Y. 
MENEELY, JOHN H— Assistant English, Manual Training H. S. ; 220 6th Ave., Brooklyn. Tel. 129 

Prospect. 
MERAS, ALBERT A.— French and Spanish, Newtown H. S. ; 9 Elmhurst Ave., Elmhurst, L. I. 
MERCADO, JULIAN— Assistant Spanish, Commercial H. S. ; 211 W. 121st St., Manhattan. 
MERCHANT, ISABEL L.— Assistant Biology, Evander Childs H. S. ; Scarsdale, N. Y. Tel. 248 

Scarsdale. 
MERCHANT, MANTON E— Assistant Drawing, Erasmus Hall H. S. ; 7 Linden Ave., Broolkyn. 
MERRIAM, BETSEY G.— Assistant History, Girls' H. S. ; 163 Lefferts PI., Brooklyn. 
MERINGTON, RUTH, Head of Drawing Department, Bushwick H. S. ; 1408 Bushwick Ave., Brooklyn. 
MERSEREAU, SAMUEL F — Assistant Manual Arts (Woodturning), Stuyvesant H. S. ; 26 Walnut 

Terrace, Bloomfield, N. J. 
MESEROE, ELIZABETH E.— Assistant Biology, Wadleigh H. S. Annex; 20 High St., Glen Ridge, 

N. J. Tel. 3123-R Montclair. 
MESERVE, MARTHA C— Assistant English, Manual Training H. S. ; 20 High St., Glen Ridge, N. J. 

Brooklyn address: 512 5th St. 
MESSENGER, JOHN— Assistant Manual Arts (Joinery) Stuyvesant H. S. ; 58 Woolsey St., Astoria, 

L. I. Tel. 376 Astoria. 
MESSENGER, LESLIE— Joinery and Mechanical Drawing, Newtown H. S. ; 103 Woolsey Ave, 

Astoria, L. I. 
MEYENBERG, AMELIA— Assistant Stenography, Washington Irving H. S. ; 102 W. 80th St., Man- 
hattan. 
MEYER, FLORENCE E.— Assistant German, Eastern District H. S. ; 482 Bedford Ave., Brooklyn. Tel. 

3163 Williamsburgh. 
MEYER, FLORENCE E — German, Eastern District H. S. ; 482 Bedford Ave.," Brooklyn. Tel. 3163 

Williamsburgh. 
MICHAELS, NORRTS H— Assistant English, De Witt Clinton H. S. ; 946 St. Marks Ave., Brooklyn. 
MIDDLETON. FLORENCE— Assistant Biology, Wadleigh H. S. Annex; 366 St. Nicholas Ave. Tel. 

4121 Morningside. 
MILES, DUDLEY H.— Assistant English, De Witt Clinton H. S. ; 1120 Amsterdam Ave., Manhattan. 

Tel. 1400 Morningside. 
MILLER, CHARLES— Assistant Commercial Branches, Bushwick H. S. ; 97 Rodney St., Brooklyn. 

Tel. 844 Williamsburgh. 
MILLER, CHARLES A.— Assistant Physiography, Morris H. S. ; 1042 Trinity Ave., The Bronx, N. Y. C. 
MILLER, FRANK H— First Assistant History, Flushing H. S. ; 9 Bullard PI., Flushing, L. I. 

Tel. 1636-T Flushing. 
MILLER, GRACE HELENE— Assistant Commercial Branches, Bushwick H. S. ; 126 Herkimer St., 

Brooklyn. Tel. 2583 Bedford. 
MILLER, MABEL— Assistant English, Girls' H. S. ; 189 Sterling PL, Brooklyn. 
MILLER, MAUD— Assistant Mathematics, Girls' H. S. ; 81 Decatur St., Brooklyn. 
MILLER, MAUDE E— German, Newtown H. S. ; 3d St., Woodside, L. I. 

MILLER, MYRTLE H.— Assistant Mathematics, Morris H. S. ; 582 E. 165th St., The Bronx, N. Y. C, 
MILLS, EMILY WELCH— Assistant English, Washington Irving H. S. ; 212 Quincy St., Brooklyn. 

Tel. 3813-J Bedford. 
MILLS, JOSEPH S.— First Assistant Chemistry, H. S. of Commerce; 572 Van Cortlandt Park Ave., 

Yonkers. Tel. 1305 Yonkers. 
MINNICK, JOHN D.— Assistant Mathematics, H. S. of Commerce; 2731 Broadway. Tel 10129 River- 
side. 
MINOR, MARIE L— Assistant Biology, Wadleigh H. S. ; 131 E. 31st St. Tel. 7495 Mad. Sq. 
MIRSKY, ISRAEL — Assistant Mathematics, De Witt Clinton H. S. ; 808 E. Parkway, Brooklyn. 
MITCHELL, MARGUERITE F.— Assistant Stenography and Typewriting, Julia Richman H. S. ; 349 

W. 145th St., Manhattan. Tel. 7696 Audubon. 
MITCHELL, THEODORE C— Principal, Jamaica H. S. ; 325 W. 56th St., Manhattan. Tel. 6744 

Columbus. 
MODEL, CHARLES — Assistant Phvsical Training, Eastern District H. S. ; 366 Hewes St., Brooklyn. 
MODEL, CHARLES— Phvsical Training, Eastern District H. S. ; 366 Hewes St., Brooklyn. 
MOHAN, LUCY F.— Assistant English, Bushwick H. S. ; 117 First Place, Brooklyn. Tel. 1815 Hamilton. 
MOLWITZ, ERNESTINE T.— Assistant German, Washington Irving H. S. ; 88 E. 165th St., The 

Bronx, N. Y. C. Tel. 758-R Melrose. 
MONTROSS, CHARLES G.— Assistant German, H. S. of Commerce; 120 W. 46th St., Manhattan. 
MONTESER, FREDERICK— First Assistant German, De Witt Clinton H. S. ; Van Cortlandt Park 

Ave., Yonkers. 
MOONEY, LAWRENCE — Assistant Music, Washington Irving H. S. ; 214 Lenox Ave., Manhattan. 

Tel. 3036 Harlem. 
MOORE, SABRA MAUDE— Assistant English, Erasmus Hall H. S. ; 101 Halsey St., Brooklyn. 

323 



HIGH SCHOOL DIRECTORY 

MORGAN, A. S.— Assistant Mathematics, De Witt Clinton H. S. ; Box 143, Tenafly, N. J. 

MORREY, WILLIAM T.— First Assistant in History, Bushwick H. S., and Teacher in Charge of 

Annex in P. S. 75; 535 W. 111th St., N. Y. C. Tel. 3877 Morningside. 
MORRILL, FRANCES U.— Assistant French, Bay Ridge H. S. ; 296 Ryerson St., Brooklyn. 
MORRIS, CONSTANCE— Assistant Physical Training, Bay Ridge H. S. ; 6S0 10th St., Brooklyn. 
MORRIS, EUGENE C— Assistant Music, Bay Ridge H. S.; 813 Putnam Ave., Brooklyn. 
MORRIS, MARY F.— Science, Newtown H. S. ; 620 W. 116th St., Manhattan. 

MORRISSEY, F. A. — Assistant Commercial Branches, Jamaica H. S. ; Hollis Court Blvd., Queens, L. I. 
MORROW, TULIE MATHILDE— Assistant English, Wadleigh H. S. ; "The Brockholst," 101 W. 85th 

St. Tel. 3880 Schuyler. 
MORSE, ELIZABETH E— Assistant Drawing, Morris H. S. ; 416 W. 118th St., Manhattan. 
MORSE, CHARLES F— Assistant Biology, De Witt Clinton H. S. ; 230 Keap St., Brooklyn. 
MOSCOVITZ, BERTHA J.— Assistant French and German, Julia Richman H. S. ; 114 W. 79th St., 

Manhattan. Tel. 7140 Schuyler. 
MOTT, HOWARD M — Assistant Applied Mechanics and Electricity, Stuyvesant H. S. ; 728 W. 181st 

St., Manhattan. Tel. 5700 Audubon. 
MOULTON, FRANCES— Assistant Physical Training, Wadleigh H. S. ; 400 Manhattan Ave. Tel. 

846 Morningside. 
MOYER, FAYETTE E— Assistant History (Chairman of Dept.), De Witt Clinton H. S. ; 2 Grove Ter- 
race, Montclair, N. T. Tel. 2506-M Montclair. 
MUELLER, ERNEST G — Assistant German, Manual Training H. S. ; 600 Hackensack St., Carlstadt, 

N. J. 
MUFSON, THOMAS— Assistant English, De Witt Clinton H. S. ; 17 E. 118th St., Manhattan. 
MUHLEMAN, HARRIET P.— Assistant English, Washington Irving H. S. ; 20 Mitchell PI.. East 

Orange, N. J. Tel. 3812-R Orange. 
MULCAHY, MARY A.— Clerical Assistant, Julia Richman H. S. ; 53 W. 106th St., Manhattan. Tel. 

9141 Riverside. 
MULHOLLAND, M. ESTELLE— Assistant Latin, Bushwick H. S. ; 1109 Park PI., Brooklyn. 
MULLIGAN, MARY C— Assistant Music, Erasmus Hall H. S. ; 227 Macon St., Brooklyn. 
MULLEN, LORING B— First Assistant Mathematics, Girls' H. S. ; 917 Rugby Rd., Brooklyn. School 

Tel. 372 Bedford. 
MULLEN, ROSEMARY F— Assistant, Washington Irving H. S. ; 420 E. 84th St., Manhattan. Tel. 

488 Lenox. 
MULLER, ADA H.— Assistant English, Morris H. S. ; 562 W. 150th St., Manhattan. Tel. 4745-W 

Audubon. 
MUNRO, KATE M.— Assistant English, Morris H. S. ; Court Rebelle, 420 W. I22d St., Manhattan. 
MUNROE, HARRY K— First Assistant English, Bryant H. S. ; 54 Woolsey St., Astoria, L. I. Tel. 

1710-W. Astoria. 
MUNSON, DANIEL G.— Assistant English, Boys' H. S. ; 1052 Lincoln PI., Brooklyn. 
MURPHY, MARGARET, Assistant Free Hand Drawing, Manual Training H. S. ; 149 Steuben St., 

Brooklyn. Tel 7394-T Prospect. 
MURRAY, JENNIE ER'SKINE— Teacher Elocution, Wadleigh H. S. ; 540 Manhattan Ave. Tel. 5770 

Morningside. 
MUSSEY, DELA P.— Assistant Drawing, Morris H. S. ; 672 St. Nicholas Ave., Manhattan. Tel. 4312 

Audubon. 
MYERS, WILLARD L.— English, Eastern District H. S. ; 788 Eastern Parkway, Brooklyn. Tel. 337-W 

Bedford. 

N 

NACHEMOV, MORRIS— Substitute Clerk, De Witt Clinton H. S. ; 1764 Hoe Ave., Bronx. Tel. 5746 

Tremont, Ext. B-6. 
NAHON, ZARITA— Junior French, Julia Richman H. S. ; 24 W. 111th St., Manhattan. Tel. 2006 

Harlem. 
NAMMACK, ELIZABETH F.— Assistant Latin, Wadleigh H. S. ; 110 Morningside Drive. Tel. 984 

Morningside. 
NANES, PHILIP— History, Bushwick H. S. ; 473 Hancock St., Brooklyn. 
NATELSON, RACHEL.— Assistant English, Bay Ridge H. S. ; 1280 53d St., Brooklyn. 
NATHAN, ARTHUR— Assistant Accounts, Commercial H. S. ; 1413 Pacific St., Brooklyn. 
NEARTNG, ELENA P.— Assistant Mathematics, Flushing H. S. ; 100 Jaggar Ave., Flushing, L. I. 

Tel. 322-W Flushing. 
NEHB, FRED W.— Substitute Laboratory Assistant (Chemistry), De Witt Clinton H. S. ; 506 E. 162d 

St., The Bronx, N. Y. C. 
NEIDLINGER, WILLIAM— Assistant Music, Washington Irving H. S. ; 305 W. 97th St., Manhattan. 

Tel. 7380 Riverside. 
NEISWENDER, Ada B. C— Assistant Latin, Erasmus Hall H. S. ; 358 Sterling PL, Brooklyn. 
NELSON, WILLARD B— Assistant Physical Science, Manual Training H. S. ; 539 4th St., Brooklyn. 

Tel. 472-W South. 
NEUMARKER, JOHN— Assistant German, Stuyvesant H. S. ; 876 W. 180th St., Manhattan. Tel 6650 

Audubon. 
NEVINS, NANNIE R. — Assistant Stenography and Typewriting, Bushwick H. S. ; 116 Hawthorne St., 

Brooklyn. 
NEWCOMER, HARVEY — Assistant Physics (First Assistant in Physical Science), Bushwick H. S. ; 

Yonkers, Lattin Drive (Lowerre). Tel. 757-R. 
NEWCOMB, FLORENCE A. — Assistant Art Department, Washington Irving H. S. ; 114 Morningside 

Drive, Manhattan. Tel. 320 Morningside. 
NEWMAN, CHARLES— Assistant History, De Witt Clinton H. S. ; 958 Prospect Ave., Bronx. 
NEWMAN, JOSEPH— Assistant Chemistry, Commercial H. S. ; 266 W. 139th St., Manhattan. Tel. 

5254-M Audubon. 
NICHOLS, EDA L. — Assistant Elocution and English, Curtis H. S. ; 14 Castleton Park, New Brighton, 

N. Y. Tel. 1377 W. New Brighton. 

324 



H. S. T. A. BULLETIN 

NICHOLS, CLYDE B.— Commercial Branches, Newtown H. S. ; 112 Cook Ave., Elmhurst, L. I. 
NIGHTINGALE, ELEANOR M. — Assistant Declamation Department, Washington Irving H. S. ; 202 

Lefferts PI., Brooklvn. Tel. 3071-W Prospect. 
NIGHTINGALE, IDA E — Substitute Declamation Depeartment, Washington Irving H. S. ; 202 Lef- 
ferts PL, Brooklyn. 3071-W Prospect. 
NOBLE, HELEN G. — Assistant Sewing, Bryant H. S. ; 432 Hoboken Ave., Jersey City, N. J. 
NOCHKES, ADOLPH, Substitute, Stuyvesant H. S. ; 420 Grand St., Manhattan. Tel. 6299 Orchard. 
NOLAN, GRACE— Clerical Assistant, Washington Irving H. S. ; 335 Clinton St., Brooklyn. Tel. 

1077-R Main. 
NORDEN, N. L. — Assistant Music, H. S. of Commerce; 301 Lafayette Ave., Brooklyn. Tel. 2404 

Prospect. 
NORMILE. MARY — Assistant English, Morris H. S. ; 4260 Broadway, Manhattan. Tel. 4040 Audubon. 
NORR, HENRY I.— Assistant Mathematics, Evander Childs H. S. ; 896 Fox St., The Bronx, N. Y. C. 

Tel. 8071 Melrose. 
NORRIS, JOHN S.— Assistant German, Stuyvesant H. S. ; 255 W. 92d St., Manhattan. Tel. 5921 

Riverside. 
NORTHROP, CORA E.— Assistant English, Washington Irving H. S. ; Scarsdale, N. Y. 
NORTON, GEORGE W.— Reg. Assistant Joinery, Bushwick H. S. ; 164 Franklin PI., Flushing, Queens. 

Tel. 599-R. Flushing. 
NORWOOD, CLARETTE— Assistant Mathematics, Wadleigh H. S. Annex; 529 W. 141st St. Tel. 

5075-J Audubon. 
NYE, BERTHOLD H — Substitute English, De Witt Clinton H. S. ; 118 Locust Hill Ave., Yonkers, 

N. Y. 



O'BRIEN, CHARLOTTE E. — Junior Teacher Mathematics, Curtis H. S. ; 1324 Lexington Ave., Manh. 
O'BRIEN, WILLIAM J. — Junior Mathematics, Stuyvesant H. S. ; 36 Wellington Court, Brooklyn. Tel. 

73 11 -J Flatbush. 
O'CONNOR, TOHN P.— Clerical Assistant, De Witt Clinton H. S. ; 3599 Bainbridge Ave., Brooklyn. 
ODELL. LOUIS S.— Assistant Mathematics, Manual Training H. S. ; 505 6th St., Brooklyn. Tel. 2253 

South. 
O'DONNELL, AGNES T.— Assistant German (Latin), Bushwick H. S. ; 2681 Briggs Ave., N. Y. C. 

Tel. 2028 Tremont. 
O'DONNELL, EMMETT— Assistant English, Manual Training H. S. ; 36 72d St., Brooklvn. 
O'DONNELL, MARGARET M. A.— Assistant German, Bushwick H. S. ; 2681 Briggs Ave., Bronx. Tel. 

2028 Tremont. 
O'DONNELL. MARTORIE V.— Substitute Library Assistant, Washington Irving H. S. ; 2870 Briggs 

Ave., Bedford Park, The Bronx, N. Y. C. Tel. 1945 Fordham. 
O'KEEFE, DAVID H.— Assistant Stenography and Typewriting, Jamaica H. S. ; 179 Marcy Ave., 

Brooklyn. Tel. 3800 Williamsburg. 
OLIVER, JOS. W.~ Assistant Joinery, Manual Training H. S. ; 154 S. Elliott PL, Brooklyn. 
OLLER, MARIE — Assistant English, Washington Irving H. S. ; 70 Morningside Drive, Manhattan. 

Tel. 1100 Morningside. 
O'NEIL, M. ALICE — Assistant Commercial Branches, Washington Irving H. S. ; 175 Claremont Ave., 

Manhattan. Tel. 5750 Morningside. 
O'NEIL, W. R. — Assistant Modern Languages, H. S. of Commerce; 175 Claremont Ave.,' New York. 
O'NEILL. EDITH F. — Assistant Commercial Branches, Washington Irving H. S. ; 407 Pleasant Ave., 

Manhattan. Tel. 3260 Harlem. 
OPDYCKE, JOHN B.— First Assistant English, Julia Richman H. S. ; 65 Broadway, Manhattan. 
O'ROURKE, ANNE F.— Clerical Assistant, Morris H. S. ; 148 W. 98th St., Manhattan. 
ORMONT, ROSALIE— History, JErasmus Hall H. S. ; 558 9th St., Brooklyn. Tel. 1493-T South. 
ORR, ELLA T.— Assistant Stenography, Washington Irving H. S. ; 128 W. 13th St., Manhattan. Tel. 

6650 Chelsea. 
O'RYAN, WILLIAM P. — Assistant Stenography, Commercial H. S. ; 1051 Prospect PL, Brooklyn. 
ORLIARSKY, TOSEPH B.— Substitute Latin, De Witt Clinton H. S. ; 49 Nelson PL, Newark, N. J. 

Tel. 3345 Harlem. 
OSBORN, RALPH— Assistant Biology, De Witt Clinton H. S. ; 71 E. 87th St., Manhattan. 
OSBORN. L. H.— Assistant English, Wadleigh H. S. Annex; 71 E. 87th St. Tel. 2054 Lenox. 
OSBORNE, MABEL E.— Biology, Eastern District H. S. ; 411 Greene Ave., Brooklyn. 
OSTRANDER, AGNES— Assistant Drawing, Curtis H. S. ; 12 Woodruff Ave., Brooklyn. Tel. 1194-W 

Flatbush. 
OSWALD, FREDERICK W., JR.— Assistant German, Manual Training H. S. ; 166 Martense St., 

Brooklvn. Tel. 8918-M Flatbush. 
OTTEN, HENRY L.— German, Bushwick H. S. ; 58 Chichester Ave., Jamaica, Oueens. Tel. 709 Tamaica. 
OVERHOLSER, CHARLES E.— First Assistant Modern Languages, Boys' H. S. ; 171 Kingston Ave., 

Brooklyn. Tel. 2877-R. Bedford. 



PAINE, FREDERICH H.— First Assistant History, Eastern District H. S. ; 285 Quincy St., Brooklyn. 
Tel. 268 Bedford. 

PAGE, DONALD T.— Assistant Mathematics, Stuyvesant H. S. ; 215 W. 23d St., Manhattan. Tel. 
23d St. Y. M. C. A. 

PAINE, FREDERICK H.— History, Eastern District H. S. ; 285 Quincy St., Brooklyn. Tel. 268 
Bedford. 

PALMER, ANNA M— Assistant Music, Morris H. S. ; 605 W. 181st St., Manhattan. 

PALMER, MAY T.— Assistant Mathematics, Flushing H. S. ; 100 Jaggar Ave., Flushing, L. I. Tel. 
322-W Flushing. 

PARELHOFF, BERNARD M.— Assistant Mathematics, De Witt Clinton H. S. ; 676 Beck St., Man- 
hattan. Tel. 8251 Melrose. 

325 






HIGH SCHOOL DIRECTORY 

PARKER, G. A. — Assistant Stenography and Typewriting, Jamaica H. S. ; Compton Ter., Jamaica, L. I. 
PARKER, TACOB— Assistant Physical Training, Morris H. S. ; 1125 Boston Rd., The Bronx, N. Y. C. 

Tel. 8351 Melrose. 
PARKER, MARGARET B.— Assistant Drawing, Morris H. S. ; 1 W. 127th St., Manhattan. Tel. 5770 
PARKER, S. RIDLEY, Library Assistant, Boys' H. S. ; 28 Ormond PL, Brooklyn. 

Harlem. 
PARMELEE, WILLIAM I.— Assistant Biology, De Witt Clinton H. S. ; Bayside, L. I. 
PARROTT, ALFRED F.— Assistant French. Stuyvesant H. S. ; Plandome, L. I. Tel. 348-W Man- 

PARSONS, EDWARD B.— First Assistant Mathematics, Boys' H. S. ; 488 Macon St. Tel. 3017-R. 

Bedford. 
PARSONS, HERBERT H — Assistant History, Boys' H. S. ; 488 Macon St., Brooklyn. Tel. 3017-R. 

Bedford. 
PASTERNAK, JESSE— Substitute Biology, Boys' H. S. ; 303 President St., Brooklyn. Tel. 1186 Ham- 
ilton. 
PASTERNAK, NATHANIEL— Chairman Art Department, Boys' H. S. ; 303 President St., Brooklyn. 

Tel. 1186 Hamilton. 
PATTERSON, MABEL L.— Clerical Assistant, Girls' H. S. ; 20 St. James PL, Brooklyn. Tel. 730 

Prospect. 
PATTERSON, SAMUEL W.— Assistant English, De Witt Clinton H. S. ; 343 W. 23d St., Manhattan. 
PAYNE, F. O.— Assistant Biology, H. S. of Commerce; 1819 Dorchester Rd., Brooklyn. Tel. 635-R 

Flatbush. 
PEABODY, TAMES E — First Assistant Biology, Morris H. S. ; Scarsdale, N. Y. Tel. 158-J Scarsdale. 
PEABODY, SUSAN P.— Latin Assistant, Erasmus Hall H. S. ; 177 Woodruff Ave., Brooklyn. 
PEACE, LILLIAN B.— Assistant Biology, Erasmus Hall H. S. ; 194 Park PL, Brooklyn. 
PEACOCK, DANIEL L — Substitute Economics, H. S. of Commerce; 469 Waverly Ave., Brooklyn. 
PECK, MRS. ELIZABETH DU BOIS— Substitute Latin, Curtis H. S. (Rosebank Annex) ; Evelyn 

Lodge, Tompkinsville, N. Y. 
PECK, EMILY S.— Assistant English, Manual Training H. S. ; 515 Clinton Ave. Brooklyn. Tel. 3546-W 

Prospect. 
PENHOLLOW, HARRY B.— Assistant Mathematics, De Witt Clinton H. S. ; 122 W. 114th St., 

Manhattan. Tel. 632 Morningside. 
PERKINS, FANNIE D.— Assistant Cooking, Girls' H. S. ; 537 1st St., Brooklyn. 
PERKINS, HELEN L— Assistant German, Erasmus Hall H. S. ; 537 1st St., Brooklyn. 
PERRINE, CHARLES— Assistant Latin. Manual Training H. S. ; 104 Lincoln PL, Brooklyn. Tel. 607-W 

Prospect. 
PERRY, MABEL L.— Clerk, Bryant H. S. ; 16 Ash St., Flushing, L. I. Tel. S32-W. Flushing. 
PERRY, E. O— Assistant French, De Witt Clinton H. S. ; 26 Tones St., Manhattan. Tel. 5809 Spring. 
PERRY, OROLI R— Assistant Girls' Shop, Manual Training H. S. ; 163 Cumberland St., Brooklyn. 

Tel. 8324 Prospect. 
PETERS, FRED'K A.— Assistant German, Manual Training H. S. ; Holbrook, L. I. 
PETERSON, A. EVERETT— Assistant History, Evander Childs H. S. ; 2293 Sedgwick Ave., New 

York. Tel. 4752 Tremont. 
PETRIE,_ JEAN DeELTE— Assistant Physical Training, Wadleigh H. S. ; 540 W. 122nd St. Tel. 4880 

Morningside. 
PHILBRICK, MAX P.— Assistant French, De Witt Clinton H. S. ; 153 Manhattan Ave., Manhattan. 
PHILLIPS, TULIA TRACY— Librarian, Curtis H. S. ; 4424 Sixth Ave., Brooklyn. Tel. 4711 Sunset. 
PHILLIPS, SARA J.— Assistant English, Bay Ridge H. S, ; 4424 Sixth Ave., Brooklyn. 
PHILLIPS, ANNA L. — Teacher in charge Commercial Annex, Havemever, N. 6th and N. 7th Sts. (P. S. 

143), Eastern District H. S. ; 253 Steuben St., Brooklyn. Tel. 4033 Prospect. 
PHILLTPS, ANNA L.— Teacher in Charge, Eastern District H. S. ; 253 Steuben St., Brooklyn. Tel. 

4033 Prospect. 
PHILP, MARY I.— English, Eastern District H. S. ; 126 Macon St., Brooklyn. Tel. 3853-W Bedford. 
PICHEL, MARGARET— Assistant Mathematics, Girls' H. S. ; 600 W*. 183d St., N. Y. C. 
PICKELSKY, FRANK— Assistant Mathematics, De Witt Clinton H. S. ; 123 W. 115th St., Manhattan. 
PICKENS, ROSE K.— Assistant Stenography, De Witt Clinton H. S. ; 425 Park Ave., Manhattan. 
PIERCE, ALICE R— Assistant English, Washington Irving H. S. ; 215 E. 15th St., Manhattan. Tel. 

2934 Stuyvesant. 
PIGNOL, GERTRUDE A. M.— Assistant German, Manual Training H. S. ; 520 5th St., Brooklyn. 
PIKE, KATHERINE G.— Assistant Latin, De Witt Clinton H. S. ; 223 W. 21st St., Manhattan. 
PINCH. MINNIE E.— Latin,. Eastern District H. S. ; 132 Cambridge PL, Brooklyn. 
PINGREY, (Mrs.) CORA E.— Assistant Biology, Evander Childs H. S. ; 152 1st Ave., Mt. Vernon, 

N. Y. Tel. 1918 Mt. Vernon. 
PINTLER, HARRIET A.— Assistant Biology, Washington Irving H. S. ; 968 E. 180th St., The Bronx, 

N. Y. C. 
PINKHAM, MARTHA G.— Assistant Declamation Department, Washington Irving H. S. ; 139 W. 69th 

St., Manhattan. Tel. 4359 Columbus. 
POKORNEY, RUDOLPH C— Assistant Mathematics, De Witt Clinton H. S. ; Box 353, Tenafly, N. J. 
POLK, ELLERY CHANNING— Assistant History, Commercial H. S. ; 1320 Bergen St., Brooklyn. Tel. 

1S29-W Bedford. 
POLLY, BRITON — Assistant English, H. S. of Commerce; 1163 Washington Ave., New York. 
POND, PEARL F. — Assistant Drawing, Eastern District H. S. ; 1395 Dean St., Brooklyn. 
POND, HARRIET — Assistant Domestic Science, Washington Irving H. S. ; 136 Irving St., Jersey 

City, N. J. 
PORTER, GEORGE H— Assistant History, H. S. of Commerce; 54 Morningside Ave. Tel. 4905 

Morningside. 
POTTER. MARY GODDARD, M. D.— Assistant Physical Training, Wadleigh H. S. ; 39 W. 60th St. 

Tel. 5755 Columbus. 
POWERS, MINNIE M.— Mathematics, Newtown H. S. ; 208 Maple St., Richmond Hill, N. Y. C. 
POWNALL, EDYTHE M. — Assistant English, Washington Irving H. S. ; 545 W. 148th St., Man- 
PRATT, MARION — Assistant Latin, Greek and English, Curtis H. S. ; 19 Fort PL, New Brighton, N. Y. 
PRATT, WTNIFRED— Assistant Drawing, Washington Irving H. S. ; 296 Lafayette Ave., Brooklyn. 

Tel. 3791 Prospect. 

326 



H. S. T. A. BULLETIN 

PRENTIS, HALLY M.— Assistant English, Manual Training H. S. ; 8415 13th Ave., Brooklyn. Tel. 

1423-M Bath Beach. 
PRESCOTT, LUCY M— Assistant Latin, Far Rockaway H. S. ; 186 Franklin Ave., Far Rockaway, 

N. Y. Tel. 95 Far Rockaway. 
PRESTON, HELEN C .— Historv, Newtown H. S. ; 8 Ithaca St., Elmhurst, L. I. 
PRICE, ANNA G. — Assistant Drawing, Bryant H. S. ; 145 Greenway South, Forest Hill Gardens, 

Queensboro, N. Y. 
PROCTOR, ROBERT H.— Assistant English, Commercial H. S. ; Hollis, L. I. 

PROPER, EMBERSON, E.— First Assistant History, Bay Ridge H. S. ; 1075 Prospect PL, Brooklyn. 
PUGH, ALEX. L. — First Assistant Economics, H. S. of Commerce; Pomona. Tel. 49-F2 Spring 

Valley. 
PUIG, LOUISE M.— Assistant History, Manual Training H. S. ; 1270 Carroll St., Brooklyn. 
PULVERMACHER, DOLORES— Assistant Physical Training, Morris H. S. ; 24 Manhattan Ave., 

Manhattan. 
PULVERMACHER, WM. DEAN— Assistant Biology, Flushing H. S. ; 24 Manhattan Ave., Manhattan. 

Tel. 1954 Riverside. 
PUORRO, MICHAEL — Assistant Biology, Commercial H. S. ; 95 Kingston Ave., Brooklyn. 
PUTNEY, EDITH M.— Mathematics, Newtown H. S. ; 45 Maurice Ave., Elmhurst, L. I. 
PUTZ, EDWARD H.— Assistant Commercial Branches, Bay Ridge H. S. ; 152 E. 80th St., New York 

City. 
PYLE, WILLARD R— First Assistant Physics, Morris H. S. ; 125 Franklin Ave., Mt. Vernon, N. Y. 

Tel. 304-R Mt. Vernon. 
PYLES, MARIAN— First Assistant Vice-Principal, Girls' H. S. ; 1112 Dean St., Brooklyn. Tel 7371 

Prospect. 
PYNE, HENRY R— Assistant Latin, Morris H. S. ; 1115 Boston Rd., The Bronx, N. Y. C. Tel. 8296 

Melrose. 



QUICK, OSCAR — Assistant Physics, Tamaica H. S. ; 14 Burdett PL, Tamaica, L. I. Tel. 738-J Tamaica. 

QUIGG, HELEN TOWNSEND— Assistant English, Washington Irving H. S. ; 417 W. 120th St., 
Manhattan. Tel. 5282 Momingside. 

QUIMBY, ERNEST S— Assistant English, Evander Childs H. S. ; 244 E. 86th St., Manhattan. Tel. 
412 Lenox. 

QUINN, EDW. J.— Assistant Commercial Branches, Washington Irving H. S. ; 501 W. 182d St., Man- 
hattan. 

QUIRK, CECILE— Assistant French, Bay Ridge H. S. ; 117 Bay 28th St., Brooklyn. 

R 

RADIN, MAX— Latin. Newtown H. S. ; 242 W. 112th St., Manhattan. 

RAE, ANNE M. — Assistant Biology, Girls' H. S. ; 415 Washington Ave., Brooklyn. 

RAIMAN, ROBERT INSALL— Assistant English, Boys' H. S. ; 492 Madison St., Brooklyn. Tel. 1017-J. 

Bedford. 
RATNER. C. HYMAN— Assistant Biology, Commercial H. S. ; 856 Nostrand Ave., Brooklyn. 
RAUBICHECK, C. W— Assistant English, De Wit Clinton H. S. ; 2397 Concourse, Bronx. 
RAYNOR, GEO. C— Assistant Shorthand, Erasmus Hall H. S. ; 199 Sterling PL, Brooklyn. 
RAYNOR, GILBERT J.— Assistant Accounts, Commercial H. S. ; 1199 Bergen St., Brooklyn. 
RAY, MEDORA L — Assistant French, Washington Irving H. S. ; 119 W. 71st St., Manhattan. Tel. 

8615 Columbus. 
READ, EDITH— Assistant Biology, Morris H. S. ; 1350 Fulton Ave., The Bronx, N. Y. C. Tel. 5816 

Tremont. 
READ, WARREN W— First Assistant English, Flushing H. S. ; 4 Cedar Court, Flushing, L. I. 

Tel. 1573-W Flushing. 
REED, MARY A. — Assistant Physical Training, Eastern District H. S. ; 42 Macon St., Brooklyn. Tel. 

237-T Bedford. 
REINHOLD, ALIDA R— Clerk, Bushwick H. S. ; Great Kills, Staten Island. Tel. 133-R New Dorp. 
RELPH, MARION F.— Assistant Mathematics, Richmond Hill H. S. ; 1414 52d St., Brooklyn. 
REMY, ALFRED. — Assistant Modern Languages, H. S. of Commerce; Bronx Manor Park, Bronxville, 
REYNOLDS, MRS. ALICE R — Assistant Domestic Arts, Washington Irving H. S. ; 117 W, 79th St., 

Manhattan. Tel. 7763 Schuyler. 
REYNOLDS, FRANK H— Assistant Latin, Stuyvesant H. S. ; 5 W. 125th St., Manhattan. 

N. Y. Tel. 143-J Bronxville. 
REYNOLDS, GERALD— Assistant Music, Evander Childs H. S. ; 238 W. 56th St., Manhattan. Tel. 

9380 Columbus. 
REYNOLDS, IONE A.— Assistant Mathematics, Wadleigh H. S. ; 2071 Fifth Ave. Tel. 6015 Harlem. 
REYNOLDS, JAMES I.— Assistant Latin, Boys' H. S. ; 513 Park PL, Brooklyn. Tel. 4955-M. Prospect. 
REYNOLDS, LEWIS G.— Assistant German, Boys' H. S. ; 103 Herkimer St., Brooklyn. Tel. 2775 

Bedford. 
REXFORD, FRANK A. — Assistant Chemistry (teaching Miology), Erasmus Hall H. S. ; 445 3d St., 

Brooklyn. 
RIBBER, EMMA — Assistant Commercial Branches, Eastern District H. S. ; 325 Lenox Rd., Flatbush. 

Tel. 3567-J Flatbush. 
RIBLET, MARY V.— Assistant English, Bryant H. S. ; 106 E. 52nd St., Manhatttan. 
RICE, WINFIELD S— Assistant History, H. S. of Commerce; 55 Pierrepont St., Brooklyn. Tel. 

3389 Main. 
RICHARDS, ELLEN L.— Assistant Domestic Arts, Washington Irving H. S. ; 68 Irving PL, Man- 
hattan. 
RICHARDSON, MARION G — Assistant Stenography and Typewriting, Richmond Hill H. S. ; 336 

Jefferson Ave., Brooklyn. 

327 



HIGH SCHOOL DIRECTORY 

RICHARDSON, ROY S— Assistant Biology, Boys' H. S. ; 387-A McDonough St., Brooklyn. 

RICHARDSON, WM. C— Assistant Latin, Manual Training H. S. ; 500 E. 18th St., Brooklyn. Tel. 2640 
Flatbush. 

RI ESS, ERNST— First Assistant Classics, Boys' H. S. ; 221 W. 113th St., Manhattan. Tel. 2832 Morn- 
ingside. 

RIEGGER, ELISABETH— German, Bushwick H. S. ; 735 Greene Ave., Brooklyn. 

RIORDAN, ELIZABETH A.— Assistant Stenography, Washington Irving H. S. ; 65 E. 93d St., Man- 
hattan. 

RITTENHOUSE, HAWLEY O— Mathematics, Eastern District H. S. ; 392 Jefferson Ave., Brooklyn. 
Tel. 3797-L Bedford. 

RITT, HAROLD L.— Assistant English, H. S. of Commerce; 253 Liberty Ave., Brooklyn. 

ROBINS, FLORENCE F.— Junior Teacher English, Curtis H. S. (Rosebank Annex) ; 425 Madison St., 
Brooklyn. 

ROBINSON, EVA A.— Assistant German, Bay Ridge H. S. ; Clinton Court, 480 Clinton Ave., Brooklyn. 

ROBINSON, L. ARCHIBALD— Assistant Physiography, Bay Ridge H. S. ; 1916 Cropsey Ave., 
Brooklyn. 

ROCHE, MICHAEL P.— Assistant Drawing, Commercial H. S. ; Lynbrook, L. I. 

ROGERS, WILLIAM W.— Assistant History, Boys' H. S. ; 1421 Sterling PI., Brooklyn. Tel. 4949 
Bedford. 

ROSMARIN, MICHAEL.— Assistant Stenography and Typewriting, Bay Ridge H. S. ; 1332 46th St., 
Brooklyn. 

ROSENBLUTH, HENRY.— Assistant Commercial Subjects; 145 Stanton St., Manhattan. Tel. 8013 
Orchard. 

ROTHHOLZ, MET A— Assistant Mathematics, Bryant H. S. ; 13 Halsey St., Brooklyn. 

ROLLINS, FRANK— Principal, Bushwick H. S. ; 175 Amity St., Brooklyn. 

ROBERTS, ALFRED S.— Assistant History, H. S. of Commerce; 107 Teller Ave., The Bronx, N. Y. C. 

ROBINSON, ALFRED I.— Assistant Shop, Manual Training H. S. ; 636 Westminster Rd., Brooklyn. 
Tel. 3543-J Flatbush. 

ROBINSON, ALICE M— Assistant Mathematics, Wadleigh H. S. Annex; 70 W. 164th St. Tel. 4573-W 
Melrose. 

ROBINSON, DEBORAH P.— Assistant Phonography, Washington Irving H. S. ; 70 W. 164th St., The 
Bronx, N. Y. C. Tel. 4573-W Melrose. 

ROBINSON, F. D.— Assistant Mathematics, Manual Training H. S. ; 1562 76th St., Brooklyn. Tel. 
249-W Bath Beach. 

ROBINSON, JOHN T.— Assistant Boys' Shop, Manual Training H. S. ; 945 E. 34th St., Brooklyn. 
Tel. 4669-J Flatbush. 

ROCHE, ELIZ. A. — First Assistant Stenography and Typewriting, ' Washington Irving H. S. ; 2 St. 
Nicholas PI., Manhattan. 

ROCHESTER, M. MURIEL— Assistant English, Washington Irving H. S. ; 845 Lexington Ave., Man- 
hattan. Tel. 2573 Plaza. 

ROCHOW, JOHN P.— Assistant Modern Languages, H. S. of Commerce; 269 E. Kingsbridge Rd., 
Fordham Station, New York. 

RODMAN, BAYARD B.— Assistant Chemistry, Stuyvesant H. S. ; 347 Manhattan Ave., Manhattan. 
Tel. 5411 Morningside. 

RODMAN, HENRIETTA— Assistant English, Wadleigh H. S. ; 315 E. 17th St. Tel. 2242 Stuy- 
vesant. 

ROE, ADA — Assistant Domestic Science, Washington Irving H. S. ; 10 S. Arlington Ave., East Orange, 
N. T. Tel. 3656-R Orange. 

ROESSLER, ERWIN W.— First Assistant Modern Languages, H. S. of Commerce; 411 W. 155th St., 
Manhattan. Tel. 3386 Morningside. 

ROESSLER, NELLIE LLOYD— Assistant Latin, Wadleigh H. S. ; 411 W. 115th St. Tel. 3386 Morn- 
ingside. 

ROETH, NATALIE— Assistant Biology, Manual Training H. S. ; 598 6th St., Brooklyn. Tel. 3498 
South. 

ROGERS, CHAS. E. — Assistant Commercial Branches, H. S. of Commerce; University Ave. and Brandt 
PL, The Bronx, N. Y. C. 

ROGERS. CORA M.— English, Newtown H. S. ; 71 Lamont Ave., Elmhurst, L. I. 

ROLL, ROSE— Assistant Mathematics, Washington Irving H. S. ; 201 E. 82d St., Manhattan. 

ROMAINE, S. HELEN— Assistant English, Girls' H. S. ; 213 Tefferson Ave., Brooklyn. 

ROOT, MINNIE R — Assistant English, Jamaica H. S. ; 621 11th St., Brooklyn. 

ROOT, LYDIA F. — Assistant Latin, Tamaica H. S. ; 97 Hardenbrook Ave., Jamaica, L. I. 

ROOT. EVA R.— Assistant English, Richmond Hill H. S. ; 524 N. Leffcrts Ave., Richmond Hill, L. I. 
Tel. 527-T Richmond Hill. 

ROSENBLUM, ABRAHAM— Assistant Stenography and Typewriting, H. S. of Commerce; 61 W. 69th 
St., Manhattan. 

ROSENSTADT, BERTHA— Assistant Modern Languages, Tamaica H. S. ; 4 Tohn St., Jamaica, L. I. 

ROSENTHAL, DANIEL C— Assistant French, De Witt Clinton H. S. ; 961 St. Nicholas Ave., Man- 
hattan. 

ROSENTHAL, TERESE R.— Assistant Mathematics, Evander Childs H. S. ; 223 W. 12th St., Manhat- 
tan. Tel. 2289 Morningside. 

ROSS, ANNIE— Assistant Teacher French, Flushing H. S. ; 659 Sanford Ave., Flushing, L. I. Tel. 
145-W Flushing. 

ROSS, A. FRANKLIN— Assistant History, Stuvvesant H. S. ; 65 Kenilworth PL, Ridgewood, N. J. 
Tel. 977-M Ridgewood. 

ROSS, HELEN— Assistant Drawing, Wadleigh H. S. Annex; 166 W. 122nd St. 

ROSTETTER, ALICE L.— Assistant English, Washington Irving H. S. ; 468 W. 153d St., Manhattan. 
Tel. 5834 Audubon. 

ROTHERHAM, PHILIP— Assistant Physical Training, H. S. of Commerce ;- 472 W. 147th St., Man- 
hattan. 

ROWE, MRS. EMMA L. H— Clerical Assistant, Girls' H. S. ; 130 W. 123d St., Manhattan. 

ROYCE, S. GRACE— Assistant Latin, Wadleigh H. S. ; 439 Manhattan Ave. Tel. 5127 Morningside. 

RUBENSTEIN, JACOB.— Assistant History, Bay Ridge H. S. ; 586 74th St., Brooklyn. 

328 



H. S. T. A. BULLETIN 

RUGGERI, AGNES C. — Assistant Stenography and Typewriting, Julia Richman H. S. ; 1297 Lexington 

Ave., Manhattan. 
RUSSELL, HELEN GERTRUDE— Assistant Biology, Wadleigh H. S. ; 547 W. 123rd St. Tel. 5280 

Morningside. 
RUSSUM, RUTH E. — German, Eastern District H. S. ; 76 St. Paul's PI., Brooklyn. Tel. 3676 Flatbush. 
RUSSELL, WARREN L. — Assistant Latin, Manual Training H. S. ; 645 E. 4th St., Brooklyn. 
RYAN, ANNA— Assistant English, Curtis H. S. ; 14 Castleton Park, New Brighton, N. Y. Tel. 1377-W 

Tompkinsville. 
RYAN, ELIZABETH G. — Assistant Declamation Department, Washington Irving H. S. ; 141 St. 

Marks PL, New Brighton, N. Y. 

s 

SACKMAN, GILBERT R.— Assistant Mechanical Drawing, Stuyvesant H. S. ; 598 W. 177th St., Man- 
hattan. Tel. 3800 Audubon. 

SAGE, LILLIAN BELLE — First Assistant Biology, Washington Irving H. S. ; 503 W. 121st St., 
Manhattan. Tel. 5010 Morningside. 

SALMOWITZ, ROSE LILLIAN — Assistant Commercial Branches, Bushwick H. S. ; 23 Broome St., 
Brooklyn. Tel. 1723-J. Greenpoint. 

SALZANO, FRANCIS — Assistant Mathematics, De Witt Clinton H. S. ; 1336 New York Ave'., Rose- 
bank, S. I. 

SALZMAN, ANNA — Assistant Commercial Branches, Julia Richman H. S. ; 54 W. 113th St., Manhattan. 

SALTZBERG, FLORENCE B.— Assistant English, Wadleigh H. S. ; 1045 Tinton Ave., The Bronx. 
Tel. 7880 Melrose. 

SAN GIOVANNI, EDUARDO— Assistant Latin, Manual Training H. S. ; Hollis, L. I. Tel. 503 
Jamaica. 

SAN, LOUIS TAMES— Assistant Chemistry, Stuyvesant H. S. ; 606 W. 115th St., Manhattan. 

SANDS, MARY E.— Clerk, Flushing H. S. ; Flushing P. O. Tel. 1097-J Newtown. 

SANFORD, CLARENCE H. — Assistant Applied Mechanics and Electricity, Stuyvesant H. S. ; 27 W. 
129th St., Manhattan. Tel. 2168 Harlem. 

SANIAL, MARIE L. — Assistant Biology, Wadleigh H. S. Annex; 2141 Honeywell Ave., The Bronx. 
Tel. 5268 Tremont. 

SANTEE, ELOISE B.— German, Eastern District H. S. ; 1236 Pacific St., Brooklyn. Tel. 6256 Bed- 
ford. 

SAPHIER, CONRAD J.— Assistant Stenography and Typewriting, Bay Ridge H. S. ; 92 Bay 32d St., 
Brooklyn. 

SAUL, GERTRUDE E.— Substitute German, Bushwick H. S. ; 429 Ninth Ave., Astoria, L. I., Borough 
of Oueens. Tel. 1169-T. Astoria. 

SAUTEE, ELOISE B— Assistant German, Eastern District H. S. ; 1236 Pacific St., Brooklyn. Tel. 6256 
Bedford. 

SAWYER, GEORGE A.— Assistant English, Commercial H. S. ; 183 Steuben St., Brooklyn. Tel. 3391-R 
Prospect. 

SAXTON, MARGARET D,— Assistant German, Julia Richman H. S. ; 40 W. 34th St., Bayonne, N. J. 

SAYMON. IGNATZ — Assistant English, Manual Training H. S. ; 92 Woodruff Ave., Brooklyn. Tel. 
6865-W Flatbush. 

SCHACHTEL, ELSIE— Assistant German, Bryant H. S. ; 911 Summit Ave., Bronx, N. Y. Tel. 2148 
Melrose. 

SCALES, CARRIE LOUISE— Assistant Physical Training, Washington Irving H. S. ; 2053 7th Ave., 
Manhattan. Tel. 4108 Morningside. 

SCARBOROUGH, ANDREW J.— Assistant Accounts, Commercial H. S. ; 557-A Halsey St., Brooklyn. 

SCHAMAHAN, WILLARD D.— Assistant Latin, Morris H. S. ; 1956 Bogart Ave., The Bronx, N. Y. C. 
Tel. 843-J Westchester. 

SCHAIBLE, G. C— Assistant German, Manual Training H. S. ; 355 St. Johns PI., Brooklyn. 

SCHAMUS, JOHN B.— Assistant Elocution, Evander Childs H. S. ; 1057 Hoe Ave., The Bronx, 
N. Y. C. Tel. 8107 Melrose. 

SCHAPIRO, BARN ET— Assistant Physical Training, Evander Childs H. S. ; 280 14th St., Brooklyn. 

SCHARFF, VIOLETTE E.— Assistant French, Morris H. S. ; 111 St. James PI., Brooklyn. Tel. 3062 
Prospect. 

SCHAUMLOEFFEL, JOHN H.— Laboratory Assistant, Morris H. S. ; 235 Stanhope St., Brooklyn. 

SCHETBE. ELIZABETH— Clerical Assistant, Wadleigh H. S. ; 82 Morningside Ave. Tel. 7290 Morn- 
ingside. 

SCHEIB, RICHARD— Assistant German, Morris H. S. ; 957 Teller Ave., The Bronx, N. Y. C. 

SCHLANCH, WILLIAM S— Assistant Mathematics, H. S. of Commerce; 219 Division St., Has- 
. brouch Heights, N. T. 

SCHLOSBERG, SAMUEL— Assistant English, Morris H. S. ; 855 Hunts PI. Ave., The Bronx, N. Y. C. 

SCHMALHAUSEN, SAMUEL— Assistant English, De Witt Clinton H. S. ; 1069 Boston Rd., Manhattan. 

SCHMIDT, CARL G.— Assistant Music, Erasmus Hall H. S. ; 246 Hancock St., Brooklyn. 

SCHMIDT, CLARA E.— Assistant German, Bay Ridge H. S. ; 314 State St., Brooklyn. 

SCHMIDT, MABEL PEARSON— Assistant English, Morris H. S. ; 400 W. 118th St., Manhattan. Tel. 
4769 Morningside. 

SCHNEER, A. HENRY— Assistant Mathematics, De Witt Clinton H. S. ; 1420 Fifth Ave., Manhattan. 
Tel. 3440 Harlem. 

SCHOEDDE, EMMA J.— Assistant German, Morris H. S— 1350 Fulton Ave., The Bronx, N. Y. C. 

SCHOENFELDT, EUGENIA— Substitute German, Washington Irving H. S. ; 346 E. 20th St., Man- 
hattan. Tel. 534 Gramercy. 

SCHOENROCK, HEDWIG— Assistant German, Morris H. S. ; 309 E. 162d St., The Bronx, N. Y C 

SCHONBERG, MAX— Assistant German, Evander Childs H. S. ; 888 Fox St., New York. Tel. 3310 
Melrose. 

SCHRADIECK, HELEN E— Assistant German, Eastern District H. S. ; 535 Washington Ave., Brooklyn 

SCHRADIECH, H. E. — Assistant German, Manual Training H. S. ; 535 Washington Ave., Brooklyn 
Tel. 3977 Prospect. 

329 



HIGH SCHOOL DIRECTORY 

SCHREIBER, EMMA F.— Teacher in Training in German, Wadleigh H. S. ; 155 E. 90th St. Tel. 3419 
Lenox. 

SCHROEDER, MRS. ANITA — Assistant Spanish (teaches German also), Bryant H. S. ; Douglaston, 
L. 1. 

SCHRYVER, GEORGE ORIN— Assistant Latin, Manual Training H. S. ; 315 8th Ave., Brooklyn. Tel. 
2600 South. 

SCHULZ, BERTHA— Assistant French, Wadleigh H. S. ; Hicksville, L. I. 

SCHUMER. JACO"B H.— Assistant Physics, Girls' H. S. ; 311 8th St., Brooklyn. 

SCHUYLER, ELMER— First Assistant Mathematics, Bay Ridge H. S. ; 87 71st St., Brooklyn. 

SCHWAGER, HARRY— Substitute Commercial Branches, Washington Irving H. S. ; 517 W. 144th St., 
Manhattan. Tel. 2770 Audubon. 

SCHWARZENBECK, PETER A.— Assistant Drawing, De Witt Clinton H. S. ; 143 W. 16th St., Man- 
hattan. 

SCHWARTZ, EDWARD E.— Assistant German, Manual Training H. S. ; 157 Wyona St., Brooklyn. 

SCHWARZKOPF, ERNST— Assistant Forge Work, Stuyvesant H. S. ; 348 E. 87th St., Manhattan. 

SC"OTT, COIRA A.— Assistant Mathematics, Morris H. S. ; 188 Wadsworth Ave., Manhattan. 

SCOTT, IZORA— Assistant Latin, Erasmus Hall H. S. ; 2015 Bedford Ave., Brooklyn. Tel. 6368-W 
Flatbush. 

SCOVILL, FLORENCE M— Assistant English, Erasmus Hall H. S. ; 177 Woodruff Ave., Brooklyn. 
Tel. 2426 Flatbush. 

SCUDDER, TOHN O.— Assistant Physics, Morris H. S. ; 441 Dunham Ave., Mt. Vernon, N. Y. 

SCULLY, _ TERESA M— Clerical Assistant, Morris H. S. ; 137 W. 95th St., Manhattan. Tel. 4712 
Riverside. 

SEAMANS, MARY A.— Commercial Branches, Eastern District H. S. ; 1395 Dean St., Brooklyn. 

SEAMAN, _ MARY E.— Assistant German, Bushwick H. S. ; 21 Van Buren St., Brooklyn. Tel. 2509-J. 
Bushwick. 

SEEBER, ELIZABETH— German, Newtown H. S. ; 62 Montague St., Brooklyn. 

SEELMAN, H. ELIZABETH— Assistant English, Girls' H. S. ; 410 4th St., Brooklyn. 

SEIDENSTICKER, CLARA— Assistant German, Wadleigh H. S. ; 65 Montrose Ave., South Orange, 

SEYMOUR, MACY I.— Assistant English, Girls' H. S. ; 339 Lenox Rd., Brooklyn. 
N. J. Tel. 340-W South Orange. 

SEMPLE, LEWIS B.— First Assistant English, Bushwick H. S. ; 229 Jefferson Ave., Brooklyn. Tel. 
5252-J. Bedford. 

SESSO, PAULINE M.— Assistant German, Wadleigh H. S. ; 303 E. 161st St. Tel. 4476 Melrose. 

SHARPE, RICHARD W.— Assistant Biology, De Witt Clinton H. S. ; 158 Parkside Ave., Brooklyn. 

SHANLEY, MARY E.— English, Newtown H. S. : 13.9 Madison St., Flushing, L. I. 

SHAW, ADELE M.— English, Newtown H. S. ; Forest Hills, L. I. 

SHAW, M. EDNA— Assistant Mathematics, Bryant H. S. ; 520 W. 122d St., Manhattan. Tel. 3545 
Morningside. 

SHEA, JOHN A. T. — Assistant Stenography, Commercial H. S. ; 1516 Bedford Ave., Brooklyn. 

SHEARER, ROBERT T. — Assistant Stenography, Commercial H. S. ; 1320 Avenue I, Brooklyn. Tel. 
7196-W Midwood. 

SHEEHAN, MARY J.— Assistant Phvsical Training, Erasmus Hall H. S. ; 520 Ocean Ave., Brooklyn. 

SHEELY, TANE VAN DEMARK— Assistant History, Wadleigh H. S. ; 560 Washington Ave., Brook- 

SHEILS, FRANCES B — Clerical Assistant, Bay Ridge H. S. ; 528 Chauncey St., Brooklyn, 
lyn. Tel. 4987-W Prospect. 

SHEPHERD, FLORENCE D— First Assistant German, Curtis H. S. ; 4 Castleton Park, New Brighton, 
N. Y. Tel. H93-R Tompkinsville. 

SHEPPARD, J. T.— Principal, H. S. of Commerce: 27 W. 44th St., Manhattan. 

SHERMAN, ROSE ELIZABETH— Assistant English, Bushwick H. S. ; 142 Columbia Heights, Brooklyn. 

SHINN, VICTOR I.— First Assistant Drawing, Manual Training H. S. ; 26 Waldorf Court, Brooklyn. 

SHIPLEY, JAMES H— Assistant Mathematics, Curtis H. S. (Rosebank Annex); 453 W. I52d St., Man- 
hattan. Tel. 1857 Audubon. 
Tel. 2912-W Flatbush. 

SHIMBERG, JEANNETTE— Assistant Mathematics, Manual Training H. S. ; 209 Rutledge St., Brook- 
lyn. Tel. 4067-R Williamsburgh. 

SHUMWAY, EDGAR— First Assistant Latin, Manual Training H. S. ; 472 E. 18th St., Brooklyn. 

SHULMAN, MORRIS A.— Assistant Commercial Branches, Washington Irving H. S. ; 1044 E. 13th St., 
Brooklyn. Tel. 6931 -W Midwood. 

SHWITZER, MYRTLE— Clerical Assistant, Julia Richman H. S. ; 1931 Madison Ave., Manhattan. Tel. 
1735 Lenox. 

SIEDLER, CHARLES W.— Assistant Latin, Evander Childs H. S. ; 2316 Andrews Ave., The Bronx, 
N. Y. C. Tel. 2121 Fordham. 

SILBERSTEIN, NATHAN— Assistant Mathematics, Stuyvesant H. S. ; 160 Manhattan Ave., Man- 
hattan. Tel. 7861 Riverside. 

SILVERMAN, HENRY— Assistant Physical Training, Tamaica H. S. ; 153 Willett St., Jamaica, L. I. 

SIMMONS, ISABEL— Assistant English, Erasmus Hall H. S. ; 167 Joralemon St., Brooklyn. Tel. 4115 
Main. 

SIMMONS, KATE C— Assistant Drawing, Girls' H. S. ; 167 Joralemon St., Brooklyn. 

SINAGNAN, LEON — Assistant, Modern Languages, H. S. of Commerce; 5000 Broadway, Manhattan. 
Tel. 6821 Audubon. 

SINDELAR, CHARLES — Assistant Mathematics, Stuyvesant H. S. ; 1421 Crotona Ave., Manhattan. 
5264 Tremont. 

SKEELE, OTIS C— Assistant Physical Training, Morris H. S. ; 2293 Sedgwick Ave., The Bronx, 
N. Y. C. Tel. 4752 Tremont. 

SKILHEIMER, MINNIE— Assistant Domestic Science, Eastern District H. S. : 117 E. 56th St., Man- 
hattan. Tel. 2546 Plaza. 

SKINNER, HERBERT C— Assistant Modern Languages, H. S. of Commerce; 2430 Aqueduct Ave., 

SKINNER, E. MABEL— Assistant Commercial Branches, Washington Irving H. S. ; 28 W. 97th St., 
Manhattan. Tel. 5531-J Riverside. 

SKIPP, H. J. — Assistant Modern Languages, H. S. of Commerce; 1120 Amsterdam Ave. Tel. 1400 
Morningside. 

330 



H. S. T. A. BULLETIN 

STRONG, WM. M— Assistant Latin, Erasmus Hall H. S. ; 725 E. 12th St., Brooklyn. Tel. 6S68-J 

Flatbush. 
STROUT, GEO. M.— Assistant English Erasmus Hall H. S. ; 327 E. 18th St., Brooklyn. 
STRUM, NELLIE AUGUSTA— Assistant English, Washington Irving H. S. ; 105 E. 15th St., Man- 
hattan. Tel. 120 Stuyvesant. 
SUGARMAN, ARTHUR M.— Assistant Stenography and Typewriting, Bay Ridge H. S. ; 1078 E. 
14th. St., Brooklyn. 
SULLIVAN, BESSIE— Assistant Mathematics, Girls' H. S. ; 292 Clermont Ave., Brooklyn. 

The Bronx, N. Y. C. 
SULLIVAN, MARY— Mathematics, Eastern District H. S. ; 292 Clermont Ave., Brooklyn. Tel. 4661-J 

Prospect. 
SULLIVAN, MARY — Assistant Mathematics, Eastern District H. S. ; 292 Clermont Ave., Brooklyn. Tel. 

4661-J Prospect. 
SUNDERLAND, FLORENCE— Assistant English, Bryant H. S. ; 414 W. 118th St., Manhattan. 
SURREY, FRANK M — Assistant Physics, Morris H. S. ; 505 W. 122d St., Manhattan. Tel. 8709 

Morningside. 
SWARTOUT, CAROLINE H — Assistant German, Morris H. S. ; 839 W. 179th St., Manhattan. Tei 

2798 Audubon. 
SWEENEY, HELEN M— Assistant English, Wadleigh H. S. ; Pearl River, N. Y. Tel. 48 Pearl River. 
SWENSON, CELESTE C— Latin, Newtown H. S. ; 87 Locust St., Flushing, L. I. 
SWENSON, JOHN A.— Assistant Mathematics, Boys' H. S. ; 1323 Lincoln PL, Brooklyn. 
SWETT, CAROLYN P.— Assistant Biology, Bryant H. S. ; 345 W. 70th St., Manhattan. Tel. 2223 

Columbus. 
SWICK, MARY S.— Assistant Drawing, Flushing H. S. ; 54 S. Parsons Ave., Flushing, L. I. 
SYMS, LOUIS CHARLES— Assistant French, Wadleigh H. S. ; liy 2 E. 87th St. Tel. 2148 Lenox. 



TACKER, CHARLES R.— Assistant Physics (in charge of Tottenville Annex) ; Curtis H. S. ; 90 Third 
St., New Dorp, S. I. Tel. 922-J Tottenville (Ext. of P. S. 1). 

TAILOR, I. N.— Principal, Richmond Hill H. S. ; 523 Maple St., Richmond Hill, L. I. Tel. 439-R 
Richmond Hill. 

TALBOT, A. MARY — Assistant Mathematics, Erasmus Hall H. S. ; 1312 Caton Ave., Brooklyn. 

TAMBOISE, MADELEINE— Assistant French. Washington Irving H. S. ; 26 W. 97th St., Manhattan. 
Tel. 2968 Riverside. 

TAUSK, ALFRED A.— Assistant German, Boys' H. S. ; 339 Bridge St., Brooklyn. Tel. 554 Main. 

TAYLOR, ALBERT S.— Assistant English, De Witt Clinton H. S. ; 1421 University Ave., Manhattan. 
Tel. 5656 Tremont. 

TAYLOR, ARTHUR M.— Assistant Music, Bushwick H. S. ; 776 Lafayette Ave., Brooklyn. Tel. 519-R. 
Bedford. 

TAYLOR, EDWARD F.— Assistant History, Commercial H. S. ; Chester Ave., Hollis, L. I. 

TAYLOR, JANE I.— Assistant History, Wadleigh H. S. ; 53 W. 126th St. Tel. 3464 Harlem. 

TAYLOR, JEANNETTE S — Assistant English, Girls' H. S. ; 934 Sterling PI., Brooklyn. 

TAYLOR, MIRIAM L.— Assistant Physiography, Wadleigh H. S. ; 67 W. 126th St. Tel. 937 Harlem. 

TAYLOR, NETTIE— Assistant English, Manual Training H. S. ; 770 Halsey St., Brooklyn. Tel. 372-R 
Bushwick. 

TEETER, CHARLES H.— First Assistant Mathematics, Commercial H. S. ; 4123 Eighteenth Ave., Brook- 
lyn. Tel. 1974-W Flatbush. 

TEFFT, MARY BIDEMORE— Assistant Physiography, Wadleigh H. S. ; 186 S. Columbus Ave., Mt. 
Vernon, N. Y. Tel. 760 Mt. Vernon. 

TENNANT, GEORGE BREMMER— Assistant English; Stuyvesant H. S. ; 217 E. 27th St., Man- 
hattan. Tel. 1331 Madison Square. 

TERRELL, LILLIAN A.— Assistant Girls' Shop, Manual Training H. S. ; 515 5th St., Brooklyn. Tel. 
3440 South. 

THAYER, ANNIE M— Librarian, Bryant H. S. ; 373 W. 116th St. Tel. 6620 Morningside. 

THEOBALD, JACOB, JR.— Assistant Mathematics, Morris H. S. ; 203 W. 108th St., Manhattan. Tel. 
2529 Riverside. 

THOMAS, HARRISON C— Assistant History, De Witt Clinton H. S. ; 26 Jones St., Manhattan. Tel. 
5809 Spring. 

THOMAS, LULU E. — Assistant English, Julia Richman H. S. ; 54 Morningside Ave., Manhattan. Tel. 
4905 Morningside. 

THOMPSON, ANNIE S.— Assistant History, Morris H. S. ; 78 Livingston Ave., Yonkers, N. Y. Tel. 
1103-R Yonkers. 

THOMPSON, CHRISTINA M.— Assistant Domestic Arts, Washington Irving H. S. ; 503 W. 121st 
St., Manhattan. Tel. 1050 Morningside. 

THOMPSON, DORA ROUNDS— Assistant English, Washington Irving H. S. ; 405 W. 118th St., Man- 
hattan. Tel. 1051 Morningside. 

THOMPSON, K. W.— Assistant Physical Sciences, Jamaica H. S. ; 54 Columbus Ave., Woodhaven, L. I. 

THOMPSON, LOUISE— Assistant German, Wadleigh H. S. Annex; 78 Livingston Ave., Yonkers. Tel. 
1103-R. 

THOMPSON, MARTHA.— Assistant Biology, Bay Ridge H. S. ; Morsemere, Bergen Co., New Jersey. 

THOMSON, MYRTLE E— Assistant History, Wadleigh H. S. ; 419 W. 119th St. Tel. 7700 Morning- 
side. 

THORNE, FREDERICK— Joinery and Mechanical Drawing, Bryant H. S. ; 408 W. 150th St., Man- 
hattan. Tel. 1530 Audubon. 

THORNDIKE, MILDRED L— Assistant English, Washington Irving H. S. ; 251 W. 261st St., The 
Bronx, N. Y. C. Tel. 532 Kingsbridge. 

THORP, BENJAMIN H — Assistant English, Jamaica H. S. ; 99 Madison Ave., Flushing, L. I. Tel. 
1635-M Flushing. 

TIETZ, JOHN W.— Substitute Laboratory Assistant Biology, De Witt Clinton H. S. ; 429 Johnson Ave., 
Richmond Hill. 

TILDSLEY, JOHN L— Principal, De Witt Clinton H. S. ; Spuyten Duyvil. Tel. 132-W Kingsbridge. 

333 



HIGH SCHOOL DIRECTORY 

TILLEY, LYDIA L — Assistant German, Morris H. S. ; 611 W. 156th St., Manhattan. 
TIMMERMAN, CHARLES E — First Assistant Physics, De Witt Clinton H. S. ; 269 N. Grove St., 

East Orange, N. J. Tel. 3878-R Orange. 
TOBIN, JAMES L.— Assistant History, De Witt Clinton H. S. ; 505 Kosciusko St., Brooklyn. 
TOMLIN, STELLA M. — Assistant Mathematics, Eastern District H. S. ; 1320 Bergen St., Brooklyn. 

Tel. 1829-W Bedford. 
TOMLIN, STELLA M.— Mathematics, Eastern District H. S. ; 1320 Bergen St., Brooklyn. Tel. 1829-W 

Bedford. 
TOMPKINS, ELIZABETH W.— Assistant Biology, Erasmus Hall H. S. ; 2015 Bedford Ave., Brooklyn. 

Tel. 6369-W Flatbush. 
TOPP, EMILY— Assistant Biology, Julia Richman H. S. ; 428 W. 20th St., Manhattan. , Tel. 5618 

Chelsea. 
TOPPER, MRS. ANNA— Assistant Stenography and Typewriting, Julia Richman H. S.;.574 St. Nicholas 

Ave., Manhattan. 
TORTORA, ALBERT— Laboratory Assistant Physics, De Witt Clinton H. S. ; 620 Lexington Ave 
TOWNSEND, ARTHUR M.— Assistant Latin, Erasmus Hall H. S. ; 2181 Bedford Ave., Brooklyn. 
TOWNSEND, CHARLES W. — Assistant Commercial Subjects, Bushwick H. S. ; 20 Glenada PI., Brook 

lyn. Tel. 2246-J. Bedford. 
TOWNSEND, MAY E.— Junior Teacher English, Bushwick H. S. ; 272 Troy Ave., Brooklyn. Tel 

6376-M Bedford. 
TRACY, EDWIN S— Assistant Music, Morris H. S. ; 1400 Clinton Ave., The Bronx, N. Y. C. 
TRACY, HOWARD M. — Assistant Commercial Branches, Curtis H. S. ; 35 Havenwood Rd., Tompkins 

ville, N. Y. Tel. 1497 Tompkinsville. 
TRACY, MARY L.— Assistant English, Evander Childs H. S. ; 503 W. 121st St., Manhattan. Tel 

5010 Morningside. 
TRAUTSVETTER, IDA— Assistant German, Julia Richman H. S. ; 118 W. 73d St., Manhattan. Tel 

413 Columbus. 
TRIMBLE, LOUISE M.— Assistant English, Morris H. S. ; 405 W. 118th St., Manhattan. Tel. 1051 

Morningside. 
TREADWELL, FLORA G— Assistant Physical Training, Girls' H. S. ; 294 Cumberland St., Brooklyn 
TREDICK, HELEN F.— Assistant Biology, Erasmus Hall H. S. ; 2015 Bedford Ave., Brooklyn. Tel 

6369-W Flatbush. 
TRENCH, RUTH.— Assistant English, Bay Ridge H. S. ; 1815 Newkirk Ave., Brooklyn. 
TRESSLER, JACOB C— Assistant English, Boys' H. S. ; 49 New York Ave., Brooklyn. 
TROWBRIDGE, CORNELIA B.— Assistant Science, Eastern District H. S. ; 63 Groton St., Forest Hill, 

L. I. Tel. 6335-R Forest Hill. 
TROWBRIDGE, CORNELIA— Biology, Eastern District H. S. ; 63 Groton St., Forest Hill, L. I. 
TROWBRIDGE, CORNELIA R.— Assistant English, Richmond Hill H. S. ; 161 Lefferts Ave., Rich- 
mond Hill, L. I. Tel. 2829 Richmond Hill. 
TRUCKENBRODT, LEWIS— Assistant Stenography, Washington $rving H. S. ; 159 E. 178th St., 

Manhattan. 
TUFTS, ANNE BLANCHARD— Assistant English, Bushwick H. S. ; 1-A Fifth Ave., Manhattan. Tel. 

5520 Spring. * 

TURNER, KATE E.— Assistant Principal Erasmus H. S. ; 2022 Beverly Rd., Brooklyn. 
TUTHILL, MARY E.— Assistant Drawing, Washington Irving H. S. ; 881 Lafayette Ave., Brooklyn. 

Tel. 1839-R Bushwick. 
TUTTLE, EDITH M— Assistant English, Washington Irving H. S. ; 267 Hamilton PL, Paterson, N. J. 
TWEEDY, GRACE B— Second Assistant French, Wadleigh H. S. ; 7 W. 83nd St. 
TWEEDY. MARY T.— Laboratory Assistant Biology, Wadleigh H. S. ; 930 West End Ave. Tel. 3928 

Riverside. 

u 

UHLIG, WILLIAM C— Assistant Chemistry, Stuyvesant H. S. ; 143 N. . Clinton St., East Orange, N. J. 
UNDERHILL, MARY — Assistant Mathematics, Julia Richman H. S. ; 87 Hamilton PL, Manhattan. Tel. 

1200 Audubon. 
UNDERWOOD, E. S— Assistant Mathematics, Wadleigh H. S. Annex; 127 Crary Ave., Mt. Vernon. 

Tel. 954-R. 
UNGER, GERTRUDE N— Stenography and Typewriting, Eastern District H. S. ; 1206 Cortelyou Rd., 

Brooklyn. 
URDANG, HARRY— Assistant English, Commercial H. S. ; 1478 Union St., Brooklyn. Tel. 8439-W 

Bedford.. 



VAIL, CLARENCE W.— Assistant English, Manual Training H. S. ; 238 Garfield Place, Brooklyn. ■ 
VALENTINE, CHAS. I.— Music, Newtown H. S. ; 1036 Bloomfield St., Hoboken, N. J. 
VALENTINE, HENRY D.— Assistant English, Erasmus Hall H. S. ; 2324 82d St., Brooklyn. Tel. 

2307 Bath Beach. 
VALENTINE, MORRIS C— First Assistant Biology, Richmond Hill H. S. ; 1200 Pacific St., Brooklyn. 

Tel. 6232-R Bedford. 
VAN ALLEN, KATHERINE C— Assistant Drawing, Morris H. S. ; 419 W. 119th St. Tel. 7700 

Morningside. 
VANDERBILT, GRACE W.— Assistant Biology, Morris H. S. ; 135 W. 123d St., Manhattan. Tel. 3109 

Morningside. 
VAN DEUSEN, EDWIN W.— Assistant Commercial Branches, H. S. of Commerce; Hollis, L. I. 
VAN DUSEN, ELDON M. — Assistant Commercial Branches (Stenography and Typewriting), Fat 

Rockaway H. S. ; 43 State St., Far Rockaway, N. Y. 
VAN LEEUWEN, MARY— Clerk, Bryant II. S. ; 21 Second St., Woodside, N. Y. 
VAN OLINDA, TAMES E— 46 St. John's PL, Brooklyn. Tel. 4495 Prospect. 

VA^J SANTVOORD, MRS. ALICE G.— Clerical Assistant, Morris H. S. ; 65 W. 127th St., Manhattan, 

334 






H. S. T. A. BULLETIN 

VAN TUYL, G. H— Assistant Commercial Branches, H. S. of Commerce; 711 W. 180th St., Man- 

VAN VLIET. TESSIE L — Assistant Latin, Wadleigh H. S. ; 405 W. 118th St. Tel. 1051 Morningside. 
hattan. Tel. 3602 Audubon. 

VEDDER, ESTELLA M. — Assistant Biology, Erasmus H. S. ; 661 Flatbush Ave., Brooklyn. 

VERMTLYA, MABEL— Assistant Mathematics, Julia Richman H. S. ; 115 W. 96th St., Manhattan. 

VIDAUD, NATHALIE L.— Assistant Latin, Erasmus Hall H. S. ; 194 Clinton St., Brooklyn. 

VINCENT, BLANCHE E.— Assistant French, Wadleigh H. S. Annex; 203 W. 78th St. Tel. 993-.T 
Schuyler. 

VINCENT, CHARLOTTE M.— Assistant German, Bryant H. S. ; 53 E. 88th St., Manhattan. 

VLYMEN, WILLIAM T — Principal, Eastern District H. S. ; 379 Front St., Hempstead, L. I. 

VLYMEN, DR. WIILLIAM T — Principal (Latin when he teaches), Eastern Dist H. S. ; 379 Front 
St., Hempstead, L. I. 

VOGT, CHARLES A. — Assistant Mechanical Drawing, Toinery and Wood Turning, Bryant H. S. ; 65 
Elm St.. Flushing, N. Y. Tel. 987-M. Flushing. 

VOLENTINE, MARY F.— Assistant Latin, Erasmus Hall H. S. : 370 A. Grand Ave., Brooklyn. 

VOLKAERTO, MARIE— Assistant French, Manual Training H. S. ; 411 6th St., Brooklyn. 

VOLKHAUSEN, WILLIAM— Assistant Commercial Branches, Morris H. S. ; 433 W. 163d St., The 
Bronx, N. Y. C. 

VON NARDROFF. ERNEST R.— Principal Stuyvesant H. S. ; 397 Madison St., Brooklyn. 

VOORHEES. SOPHIA— Assistant Latin, Richmond Hill H. S. ; Baldwinsville, N. Y. Tel. 1065 Rich- 
mond Hill. 

VOSBURGH. CHARLES H.— First Assistant Physical Science, Jamaica H. S. ; Central Ave., Rich- 
mond Hill. Tel. 274 Richmond Hill. 

w 

WAGENSCHUTZ, ANNA— German, Eastern District H. S. ; 64 Montague St., Brooklyn, The Harbor 

View • - 

WAGNER. TUT I A A.— Assistant German, Washington Irving H. S. ; 243 E. 68th St., Manhattan. 

Tel. 6930 Plaza. 
WAGNER. T.ORA M.— Assistant German, Curtis H. S. (Tottenville Annex) ; 1 Aspinwall St., Totten- 

ville, S. I. 
WAHL, EMANHEL M.— Assistant German. Morris H. S. : 456 W. 165th St., The Bronx, N. Y. C. 
WAIT. HORACE C— Assistant Latin, De Witt Clinton H. S. : 256 W. 21st St., Manhattan. Tel. 2841 

Chelsea. 
WAITE. CHARLOTTE AUGUSTA— Assistant Sewing and Dressmaking, Julia Richman H. S. ; 501 W. 

12ntK -St., Manhattan. Tel. 4590 Morninsrside. 
WAKEATAN, SUSAN E.— Assistant Latin. Girls' H. S. ; 133 Bainbridge St.. Brooklyn. 
WALDMAN, MARK — Assistant German, Bryant H. S: : 1876 Belmont Ave., Manhattan. 
WALES. ALMA E— Assistant Mathematics. Girls' H. S. ; 1224 Pacific St.. Brooklyn. 
WALKER, ALICE T. — Assistant English, Manual Training H. S. ; The Montreaux, Cor. 9th St. and 

9th Ave., Brooklvn. Tel. 3846 South. 
WALKER, CLAUDE— Assistant Chemistry, H. S. of Commerce; 60 W. 162d St., The Bronx. Tel. 

N. Y. C. Tel. 6256 Melrose. 
WALKER: CLAUDE— Assistant Chemisary, H. S. of Commerce; 60 W. 162d St., The Bronx. Tel. 

6256 Melrose. 
WAI KER. RUTH N— Assistant Biology, Manual Training H. S. ; 145 Prospect Park West, Brooklyn. 

Tel. 3846 South. 
WALLACE. MINOT L.— Assistant Latin, Stuyvesant H. S. ; 941 Simpson St., The Bronx, N. Y. C. 

Tel. 6644 Melrose. 
WALLIE. PHOEBE M— Assistant English, Washington Irving H, S. ; 417 W. 121st St., Manhattan. 

Tel. 6886 Morningside. 
WALSH, DANIEL O'C. — Assistant Stenography and Typewriting, H. S. of Commerce; 1124 Pros- 
pect PI., Brooklvn. 
WALTER, M. LOUISE— Assistant Sewing and Dressmaking; Julia Richman H. S. ; 136 W. 120th St., 

Manhattan. TeL 2238-W Morningside. 
WALTON, GEORGIANA C— Assistant Mathematics, Manual Training H. S. ; 166 Prospect Park West, 

Brooklyn. Tel. 563 South. 
WARD, A. W. — Assistant Elocution, Jamaica H. S. ; 32 Union Ave.. Jamaica, L. I. 
WARD, MERCEDES.— Assistant Physical Training, Bay Ridge H. S.'; 281 E. 161st St., New York. 
WARNER, ELMA L. — Assistant Physical Training, Erasmus Hall H. S. ; 230 Fennimore St., Brooklyn. 

Tel. 1805-M Flatbush. 
WAB.R, LOUISE— Assistant German, Washington Irving H. S. ; 333 W. 57th St., Manhattan. Tel. 

4054 Columbus. 
WARREN, JAMES P.— English, Eastern District H. S. ; 596 Bedford Ave., Broolkyn. 
WARREN, JAMES P.— Assistant English, Eastern District H. S. ; 596 Bedford Ave., Brooklyn. 
WATROUS, LOUISE E— Assistant Mathematics, Girls' H. S. ; 15 South Oxford St., Brooklyn. 
WATSON, ALICE D.— History, Eastern District H. S.; 234 78th St.. Brooklyn. 
WATSON, ALTCE D.— Assistant History, Eastern District H. S. ; 234 Seventy-eighth St., Brooklyn. 
WATSON, MARY H.— Assistant English, De Witt Clinton H. S. ; 3 Fifth Ave., Manhattan. 
WATT, HELEN S.— Assistant Biology, Wadleigh H. S. ; 615 Jefferson Ave., Elizabeth, N. T. Tel. 

451 -J. 
WAY, ABNER P.— Assistant Physical Training, Stuyvesant H. S. ; 619 W. 179th St., Manhattan. Tel. 

6790-J Audubon. 
WAY, MARY J.-^-Assistant Historv, Girls' H. S. ; 1284 Pacific St., Brooklyn. 
WEAVER, ELI W.— Assistant Mathematics, Boys' H. S. ; 25 Jefferson Ave., Brooklyn. Tel. 1377-W. 

Prospect. 
WEDGE ALFRED H.— Assistant Latin, Stuyvesant H. S. ; 701 W. 178th St., Manhattan. Tel. 3780 

-. Audubon. > 

WEED, HENRY T.— First Assistant Physical Science, Manual Training H. S. ; 176 Prospect Park 

West, Brooklyn. Tel. 1919-M South. ■:••--■ 
WEEKS, MARION L— Assistant Elocution, Bay Ridge H. S, ; 55 Clifton PI., Brooklyn. 

335 



HIGH SCHOOL DIRECTORY 

WEHL, HAN NA— Assistant German, Julia Richman H. S. ; 203 W. 117th St., Manhattan. Tel. 3930 

Morningside. 
WEINBERGER, GEORGE G— Assistant English, H. S. of Commerce; 200 W. 1134th St. Tel. 9097 

Morningside. 
WEISS, ALMA — Assistant German, Washington Irving H. S. ; 633 E. 168th St., Manhattan. Tel. 

2980 Tremont. 
WETSER. SAMUEL— Assistant German, Stuyvesant H. S. ; 1378 Webster Ave., The Bronx, N. Y. C. 
WEISNER, HARRY— Assistant German, Washington Irving H. S. ; 130 E. 16th St., Manhattan. 
WEIRTCH. CLARENCE L.— Laboratory Assistant, H. S. of Commerce; 111 E. 127th St., Manhattan. 

Tel. 4064 Harlem. 
WELCH, ALBERTA M.— Assistant Mathematics and German, Bryant H. S. ; 15 E. 71st St. Tel. 3404 

Lenox. 
WELLS. NELLIE P.— German. Newtown H. S. ; 110 Cook Ave., Elmhurst, L. I. 
WELLWOOD. ELIZABETH— Elocution, Eastern District H. S. ; lOO'/S W. 130th St., Manhattan. 
WELT WOOD. ELIZABETH— Assistant Oral Language (Elocution). Eastern District H. S. ; lOO'/S W. 

130th St.. Brooklyn. Tel. 203S-R Morningside. 
WELSH, TOHN C. — First Assistant Commercial Branches, Curtis H. S. ; 60 Marion PI., Tompkins- 

ville, N. Y. 
WELSH. WM. WALLACE— Assistant Latin, Erasmus Hall H. S. ; 967 Argyle Rd., Brooklyn. 
WENDELL, Assistant Latin. Erasmus Hall H. S. ; 419 16th St., Brooklyn. Tel. 1725-M South. 
WENDELL, MAY GODFREY— Assistant German, Julia Richman H. S. ; 281 Edgecombe Ave., Man- 
hattan. Tel. 3593 Audubon. 
WENDT. CORDELIA— First Assistant English, Girls' H. S. : 135 Halsev St., Brooklvn. 
WESSA, IDA— Assistant Latin, Washington Irving H. S. ; 527 W. 121st St., Manhattan. Tel. 5271 

Morningside. 
WESTON, CAROLINE R — Substitute Physical Training. Erasmus Hall H. S. ; 205 W. 113th St., 

Manhattan. Tel. 3060 Riverside. 
WHARTON, WM. P.— Assistant English, H. S. of Commerce: 207 W. 95th St., Manhattan. 
WHEAT. FRANK M.— Assistant Bioloev, De Witt Clinton H. S. ; 2456 Bedford Ave., Brooklvn. 
WHTFFEN, EDWIN T.— Assistant History. H. S. of Commerce; 24 Hill St.. Svcamore Park, New 

Rochelle. N. Y. 
WHITE. ARTHTTR E.— Laboratory Assistant Chemistry, De Witt Clinton H. S. : 74 Diamond St., Bklyn. 
WHITE, BESSIE R.— Assistant English, Girls' H. S. ; 132 Remsen St., Brooklyn. 
WHITE, CORNELIA B— German, Newtown H. S. ; 56 Baxter Ave., Elmhurst. L. I. 
WHITE, CORNELIA F.— Assistant Physical Training, Bryant H. S. ;. 2 E. 97th St., Manhattan. Tel. 

4157 Lenox. 
WHITE, ELIZABETH M.— Assistant French, Erasmus Hall H. S. ; 20 Crooke Ave., Brooklyn. Tel. 

1379-J. 
WHITE. EMMA W.— Assistant English, Wadleigh H. S. : 420 W. 118th St. Tel. 3477 Morningside. 
WHITE. EALORY E— Assistant Music, De Witt Clinton H. S. ; 504 W. 131st St., Manhattan. 
WHITE, FRED C— Assistant History, Morris H. S. ; 1018 E. 163d St., The Bronx, N. Y. C. Tel. 

4600 Melrose. 
WHITE, ISABELLE D.— Assistant French, Tulia Richman H. S. ; 1445 Pacific St., Brooklyn. Tel. 

4243 Bedford. 
WHITE, MABEL M.— Assistant Stenography and Typewriting, Julia Richman H. S. ; 316 W. 102d St., 

Manhattan. Tel. 6673 Riverside. 
WHITE, RUTH E— English. Newtown H. S. ; 56 Baxter Ave., Elmhurst, L. I. 

WHITE. WALTER C. L.— Teacher and Assistant Drawing, Bovs' H. S. ; 268 McDougal St.. Brooklyn. 
WHITEHALL. FRANK M— Assistant English, Stuyvesant H. S. ; 438 Quincy St., Brooklyn. Tel. 

2R2-R Bedford. 
WHITMORE. CLARA H— Assistant English, Curtis H. S. : Tomokinsville, N. Y. Tel. 86-T Tompk. 
WHITNEY. N. BELLE— Assistant Mathematics, Erasmus Hall H. S. ; 11 Linden Ave., Brooklyn. 

Tel. 873 Flatbush. 
WHITNEY, CLARA — Substitute Drawing, Washington Irving H. S. ; 3604 Broadway, Manhattan. 
WHITSIT. TESSE E— First Assistant Chemistrv. De Witt Clinton H. S. 
WICKS. HELEN D.— Assistant English, Bay Ridge H. S. ; 62 Montague St., Brooklyn. 
WIGHT. WALTER A. — Assistant French (acting chairman of department), Erasmus Hall H. S. ; 

34 Stratford Rd., Brooklyn. 
WIKEL. HENRY H— Assistant Physical Training, Manual Training H. S. ; 201 Warren St., Brooklvn. 
WILDER. GEORGE F.— Assistant Mathematics, Erasmus Hall H. S. ; Hollis Court, Queens, L. I. Tel. 

6252-T Hollis. 
WTLFORD. HERBERT E.— Assistant Latin, De Witt Clinton H. S. ; 107 Third St., Elmhurst, L. I. 
WILKES, EDNA M. — Assistant Science, Eastern District H. S. ; 49 St. Nicholas Terrace, Manhattan. 

Tel. 8500 Morningside. 
WILKES, EANA M. — Phvsics. Eastern District H. S. ; 49 St. Nicholas Terrace, Manhattan. 
WILKIN, JOSEPHINE D.— Assistant Mathematics, Jamaica H. S. : 5 Park View Ave., Jamaica, L. I. 

Tel. 1152 Tamaica. 
WILKTNS, LAWRENCE A.— Assistant French, De Witt Clinton H. S. ; 598 W. 191st St., Manhattan. 

Tel. 2150 Audubon. 
WILLARD, FLORENCE, Assistant Domestic Science, Washington Irving H. S. ; 16 Mead Ave., Pas- 
saic, N. T. Tel. 1532-M Passaic. 
WILLARD, GLADYS — Assistant Latin, Girls' H. S. : 273 Martense St., Brooklyn. 
WILLARD. MERIEL W. — Assistant Domestic Arts, Washington Irving H. S. ; 16 Mead Ave., Passaic, 

N. T. Tel. 1532-M Passaic. 
WILLIAMS, EDWARD M.— Assistant Commercial Branches, Morris H. S. ; 794 E. 169th St., The 

Bronx, N. Y. C. 
WILLIAMS, JOSEPH S.— Assistant Latin, Evander Childs H. S. ; 1018 E. 163d St., The Bronx, 

N. Y. C. Tel. 4600 Melrose. 
WILLIAMS, LEWIS C— Assistant Physics, Erasmus Hall H. S. ; 27 Linden Ave., Brooklyn. Tel.. 

357-W Flatbush. 
WILLIAMS, MARGARET— Assistant Cooking, Bay Ridge H. S. ; 62 Pierrepont St., Brooklyn. 
WILLIAMS, S, E. — Assistant French, Washington Irving H, S, ; 351 St Nicholas Ave., Manhattan. 

336 



H. S. T. A. BULLETIN ' 

Tel. 5670 Morningside. 
WILLIAMS, SARAH P.— Assistant English, Morris H. S. ; 1153 Boston Rd., The Bronx, N. Y. C. 
WILMOT, MABEL E.— Assistant English, Bryant H. S. ; 391 Dean St., Brooklyn. 
WILSON, AGNES W.— Assistant Physical Training, Manual Training H. S. ; 489 6th St., Brooklyn, 

Tel. 2730 South. 
WILSON, BESSIE D — Assistant French, Girls' H. S. ; 346 Westminster Rd., Brooklyn. Tel. 2824-W 

Flatbush. 

WILSON, GEORGE W.— 730 E. 229th St., Bronx. , 

WILSON, HENRY E.— Assistant Latin, Boys' H. S. : 27 McDonough St., Brooklyn. 
WILSON, TAMES F.— First Assistant History, Bovs' H. S. ; 1337 Teller Ave., Bronx. 
WILSON, STUART— Mathematics, Eastern District H. S. ; 226 2d Ave., Manhattan. 
WILSON, ZADA J.— Assistant Mathematics, Girls' H. S. ; 1228 Pacific St., Brooklyn. 
WILSON, RAUDOLPH C— Substitute English, De Witt Clinton H. S. ; 618 W. 138th St., Manhattan. 
WILT. TDA — Assistant Academic, Washington Irving H. S. ; 101 W. 109th St., Manhattan. 
WINSLOW, ISABEL G — Assistant Mathematics, Morris H. S. ; 1051 Tinton Ave., The Bronx, N. Y. C. 
WINSLOW, JULIA E.— Assistant Latin and History. Girls' H. S. ; 132 Remsen St., Brooklyn. 
W1NWARD, L. E.— Substitute Art Department, Washington Irving H. S. ; 610 W. 139th St., Man- 
hattan. Tel. 4537 Audubon. 
WIRTH, CHARLES A.— Assistant Biology, Evander Childs H. S. ; 2063 Mapes Ave., The Bronx, 

N. Y. C. 
WISTHALER, JOHANNA S.— Assistant German, Girls' H. S. ; 771 Lincoln PI., Brooklyn. 
WITHERBEE. RETA— Assistant English, Girls' H. S. ; 1406 Union St., Brooklyn. 
WITHERS. SAMUEL C— Assistant Mathematics, Evander Childs H. S. ; 417 W. 120th St., Manhattan. 

Tel. 5282 Morningside. 
WOHLFARTH, AMELIA— Assistant German, Morris H. S. ; 1350 Fulton Ave.. The Bronx, N. Y. C. 
WOLCOTT. HENRY— Assistant Biology, Manual Training H. S. ; 786 President St., Brooklyn. Tel. 

4457-T Prospect. 
WOLLASTON. CAROLINE M. — Assistant Physical Training, Girls' H. S. : 47 Hancock St., Brooklyn. 
WOOD. ELIZAFFTrT C— First Assistant History and Civics, Wadleigh H. S. ; 150 E. 35th St. Tel. 

6262 Murray Hill. 
WOOD, GEORGE C— Assistant Biology. Boys' H. S. ; 798 Lincoln PI., Brooklyn. 
WOOD, HAZEL R — Assistant Science, Flushing H. S. : 129 Union St.. Flushing, L. I. 
WOOD. MARY M— Assistant English, Washington Irving H. S. ; 505 W. 124th St., Manhattan. Tel. 

6802 Morningside. 
WOODBURY, ELLA A.— Assistant English, Bushwick H. S. ; 607 Carlton Ave., Brooklyn. 
WOODMAN, IRVING L.— Assistant Commercial Branches, H. S. of Commerce; 215 W. 23d St., 

Manhattan. Tel. 1984 Chelsea. 
WOODMAN, SOPHIE P.— Assistant History, Evandrr Childs H. S. ; 561 W. 186th St.. Manhattan. 
WOODRUFF, FRANK E.— Mathematics, Newtown H. S. : 88 Cook Ave.. Elmhurst, L. I. 
WOODWARD. ADfiLE M.— Assistant French, Wadleigh H. S. : 419 W. 22nd St. Tel. 5128 Chelsea. 
WORKS, AUSTIN M.— Assistant German, De Witt Clinton H. S. : 2425 Valentine Ave.. Bronx. 
WORNACK. MARY D— Assistant Biology, Wadleigh H. S. ; 511 W. 112th St. Tel. 3583 Morningside. 
WORTH, WILLIAM A.— Assistant Manual Arts (Joinery), Stuyvesant H. S. ; 93 Sickles Ave., New 

Rochelle, N. Y. 
WORTMANN. TOHANNA C— Assistant German, Richmond Hill H. S. ; 469 Waverlv Ave., Brooklyn. 
WRIGHT. GRACE LATIMER— Assistant Drawing, Far Rockaway H. S. ; Forest Hills Inn., Forest 

Hills. L. I. 
WRIGHT, HELEN L— Assistant Freehand Drawing, Manual Training H. S. ; 513 5th St., Brooklyn. 

Tel. 4031 South. 
WRIGHT, H. H.— Assistant Mathematics, De Witt Clinton H. S. ; Plandome, L. I. Tel. 341-J Man- 

hasset. 
WRIGHT. KENNETH W.— Assistant English, De Witt Clinton H. S. ; 2776 Morris Ave., Bronx. Tel. 

2340-M Tremont. 
WRIGHT. MABEL— Assistant Mathematics, Girls' H. S. : 560 Washington Ave. 

WYCKOFF, HARRIET E.— History, Eastern District H. S. ; 523 W. 121st St.. Manhattan. Tel. 5271 
WYCKOFF. HARRIET E.— Assistant History, Eastern District H. S. ; 523 W. 121st St., Manhattan. 

Tel. 5271 Morningside. 
WYLIE, STELLA M— Assistant English, Evander Childs H. S. ; Sunnyside Park, Bronxville, N. Y. 

Tel. 307-W Bronxville. 
WYMAN, WILLIAM T.— Assistant Foundry Practice, Stuyvesant H. S. ; 345 E. 15th St., Manhattan. 



YARRINGTON, ADRIAN— Assistant History, Manual Training H. S. ; 173 Steuben St., Brooklyn. Tel. 

6327-W Prospect. 
YERBURY, CHAS. S.— Assistant Music, Manual Training H. S. : 215 McDonough St., Brooklyn. Tel. 

844-M Bedford. 
YODER, ARTHUR L.— Assistant Physics, Boys' H. S. ; 520 Garfield Ave., Richmond Hill, N. Y. Tel. 

2823-R. Richmond Hill. 
YCFrTEL, ARTHUR— Assistant Latin, De Witt Clinton H. S. : 68 Kosciusko St., Brooklyn. 
YOUNG, CHARLOTTE SPENCER— Assistant Biology, Erasmus Hall H. S. ; 2123 Caton Ave., 

Brooklyn. 
YOUNGHEM, EDITH— Teacher in Training in History, Wadleigh H. S. ; 220 W. 107th St. Tel. 5041 

Riverside. 
YOUNG-HIGH, (Mrs.) CAROLINE, M. D.— Assistant Biologv, Evander Childs H. S. ; 814 Suburban 

PI., The Bronx, N. Y. C. Tel. 5646 Tremont. 
YOUNG, LOUISE ARMSTRONG— Assistant Mathematics, Erasmus Hall H. S. ; 912 E. 18th St., 

Brooklyn. 
YOUNG, MABEL A— Assistant Biology, Erasmus Hall H. S.; 2123. Caton Ave., Brooklyn, 

337 



HIGH SCHOOL DIRECTORY 



ZAISSER, MATILDA— Substitute German, Washington Irving H. S. ; 506 W. 168th St., Manhattan. 
ZACHARIE, JEAN B.— Assistant French, De Witt Clinton H. S. ; 9 Mitchell PL, Manhattan. 
ZAGAT, LILLIE — Assistant Mathematics, Washington Irving H. S. ; 973 Summit Ave., New York. - 
ZARN, FREDA — Assistant German (Main Bldg.), Bushwick H. S. ; 55 Chauncey St., Brooklyn. 
ZASLAW, MYER — Assistant Mathematics, Manual Training H. S. ; 211 Schermerhorn St. Brooklyn. 
ZEINER, EDWARD J. A.— Assistant Music, Commercial H. S. ; 1068 Park PI., Brooklyn, i Tel. 8291-R 

Bedford. 
ZERBAN, ALEX. H.— German, Newtown H. S. ; 723 Union Ave., Brooklyn. 

Tel. 6583-J Audubon. 
ZICK, HENRY— First Assistant Modern Languages, Wadleigh H. S. ; 672 St. Nicholas Ave. 
ZINMAN, MEYER — Assistant Stenography and Typewriting, Bay Ridge H. S. ; 147 Fountain Ave., 

Brooklyn. 
ZOLLINHOFER, SOPHIE— English, Eastern District H, S. ; 141 Gates Ave., Brooklyn. Tel. 6554-W 

Prospect. 



338 



OFFICIAL BULLETIN 

of the High School Teachers' Association of New York City 
No. 46 DECEMBER 1914 

REPORT ON A TRIP TO SOUTH AMERICA 

MADE TO THE 

BOARD OF EDUCATION OF NEW YORK CITY 

By WILLIAM T. MORREY, 

President of the High School Teachers' Association, 

New York City. 

To the Board of Education of New York City, 

Ladies AND GENTLEMEN: I hereby transmit this Brief Report on my visit to South 
America as the Guest of the Pan-American Division of the American Association for 
International Conciliation in compliance with your action of May 27, 1914, that: 

"William T. Morrey, of Bushwick High School, be granted a Leave of Absence with 
Pay from May 29, 1914, to June 30, 1914, for the purpose of studying and reporting upon 
high schools, commercial schools, trade conditions, etc., in cities in South America." 

The general plan of the Pan-American Division is to encourage the exchange of 
visits between persons distinguished in various callings and professions in order to develop 
closer intellectual and cultural relations. In this way will be developed that common 
knowledge and experience that are fundamental to good understanding and friendly 
relations between the republics of America, North and South. 

The immediate object of this particular visit was to form acquaintances with some 
of the leading men and women in the countries visited; to know some of the more im- 
portant institutions; to become familiar v/ith the method and material of instruction in 
geography, history, economics, Portuguese and Spanish, and to collect information and 
materials. 

For making it possible for me to accept the invitation, I renew my thanks to Presi- 
dent Thomas W. Churchill and to the Members of the Board of Education; to Chair- 
man Arthur S. Somers and to the Committee on High Schools; to City Superintendent 
William H. Maxwell, to Associate Superintendent Clarence E. Meleney, and to the 
Board of Superintendents; to District Superintendent Darwin L. Bardwell, in Charge of 
High Schools, and to my Principal, Dr. Frank Rollins, of Bushwick High School. 

For first suggesting that I be invited, I thank Dean Frederick W. Keppel, of Colum- 
bia. He knew me as President of the High School Teachers' Association. When, in 
addition, he learned, incidentally, of my knowledge of Spanish, my researches at Wash- 
ington in the Archives of the Department of State on certain phases of United States and 
Colombian diplomatic history, and my studies in Spanish-American history, trade, and 
commerce, he suggested my name to President Nicholas Murray Butler and secured his 
endorsement. 

I wish to thank Dr. Harry Erwin Bard, Director of the Pan-American Division 
of the American Association for International Conciliation, for my invitation to become 
the guest of the Association, for his many favors and courtesies, and for the many and 
great opportunities the trip afforded. Very respectfully, 

535 West 1 1 1 th Street, New York City. WlLLIAM T " M ° RREY « 

December 9, 1914. j 



CONTENTS OF THIS BULLETIN, No. 46 

Report on South America — William T. Morrey 341-363 

Letter of Transmittal— Conditions of Leave — Purposes of the Pan-American 
Division of the A. A. I. C. — Acknowledgments to Board of Education, Dean 

Keppel, President Butler and Director Bard 341 

Itinerary — Personnnel of the Party 343 

Bahia Day, Account Translated from a Local Paper 343 

Rio de Janeiro, Official Program . . . 344 

Visit to the Military College (Local Account) 345 

Trip to Sao Paulo, Santos 346 

Montevideo, Program 347 

Local Account of Visits to Trade Schools 348 

Buenos Aires, Program 348 

La Escuela de Lenguas Vivas 349 

La Prensa on the Breakfast at the Jockey Club and on the Events of 

July 3rd 350 

Patagonia, Lota, Concepcion 351 

Santiago: El Mercurio on Events of July 18th 351 

Rules for Girls in La Escuela Profesional 353 

Iquique, Callao, Lima, Panama 354 

On the Trade Conditions in South America 354 

General Observations and Conclusions: 

Ideas of Culture, Basis of Intellectuality; The Teachers; Administration; 

Buildings; Boarding Schools; Equipment 356 

Courses of Study — General High Schools— Six and Six 358 

Commercial High Schools 359 

On the Study of Portuguese 362 

On the Study of Spanish Language 362 

Minutes of General Meeting of High School Teachers' Association, May 2, 1914. .364 

Minutes of May 26, 1914, Meeting Representatives 364 

President's Triennial and Final Report — William T. Morrey 365-370 

Policy — Purpose — General Meetings — Relations with other Associations — 
Finances — Organization — President's Appointing Power — Efficiency ( ?) 
Committee — Bulletins — Superior Merit — First Assistants — Dr. Linville's 
Report — Mortality in High Schools — Mr. Kingsbury on Science Note 
Books — Need of New High Schools — Students' Aid Committee and Mr. 
Weaver — Vocational Instruction — Conference with Colleges — Mr. Fay's 
Report on Absences and Sabbatical Year — Mr. Paine and Pensions — 
Hanus Committee — Central Council — Teachers' Advisory Council — Rec- 
ommendations — McKee Bills — Director Shiels on Bureau of Reference 
and Research — Eligibility to the H. S. T. A. — Double Sessions — Directory 
— South America — Acknowledgments. 

Index of Bulletins 29-46 for 1911-1914 371 

Title Page, Preface, and Contents of Bulletins 29-46, 1911-1914 373 



NOTICE. 
Copies of this Bulletin, free to members of the High School Teachers' Association 
of New York City, are not for sale by Mr. Morrey, but can be obtained, postage prepaid, by 
non-members for 20 cents per copy on application to any of the following officers: 

ALEXANDER L. PUGH, President, High School of Commerce, 155 W. 65th St., 

New York City. 
MISS ANNA E. STANTON, Secretary, Bushwick High School, 400 Irving Ave., 

Brooklyn, N. . 
DR. LORING B. MULLEN, Treasurer, Girls' High School, Nostrand Ave., 

Brooklyn, N. Y., or 
THE SENIOR REPRESENTATIVE OF THE H. S. T. A. in each High School. 



REPORT OF TRIP TO SOUTH AMERICA 343 

ITINERARY 

May 30 — Left New York on "Vandyck." 
June 5 — Six hours in Barbadoes. 
" 1 3 — Eight hours in Balia. 

16-21 — Five, and one-half days in Rio de Janeiro to Sao Paolo. 
" 21 — Railroad ride, 12 hours; Rio de Janeiro to Sao Paolo. 

22 — Sao Paolo, one day. 
" 23 — To Santos, five hours; in Santos; embarked on "Araguaya." 
" 25-28 — Three days in Montevideo. 
" 29-July 4 — Six days in Buenos Aires. 
July 5-14 — Ten days on "Orduna." 

" 1 — Two hours ashore at Punto Arenas in Strait of Magellan. 
" 14 — Coronel and Lota, Chile. 
1 5 — Concepcion, Chile. 
1 6 — Train to Santiago. 
" 16-19 — Three days in Santiago. 
" 19-21 — Valparaiso, two days. 
" 21-27 — On board "Orduna." 
24 — Antofagasto, three hours. 
— Iquique, Chile. 
" 25— Mollendo, Peru. 

27-28 — Callao and Lima, Peru. 
" 28-Aug. 2 — On board "Orduna," seven days. In Quarantine, Panama, 
three days. 
Aug. 3-4 — Panama, fifteen hours; Canal, Colon. 
4-1 1 — On board "Calamares," eight days. 
1 1 — Disembarked at New York City. 
(Seventy-four Days' Absence — About 30 days on shore and 44 days at sea.) 

PERSONNEL OF THE PARTY 

The party of fourteen, including the Director, Secretary and Tour Manager, con- 
tained eight college and university professors, two high school men and two interested in 
school supervision and general school work. 

Eight of our party spoke Spanish and three were slightly acquainted with Portu- 
guese. Two more of the party acquired Spanish on the trip. Our party was favorably 
compared with previous delegations, few of whose members used Spanish. 

My own tastes led me to attempt to visit general, commercial, and trade high schools, 
their feeding elementary schools, and the higher institutions to which they led; to note the 
teaching, text-books, and map and other equipment for history and geography; to attend 
the law-making bodies where possible, to visit the markets and to see how the workingman 
lived. 

BAHIA 

From the Journal de Noticias de Bahia, de 14, de Junho de 1914, under the title: 
Scientific Commission we learn that hardly had the "Vandyck" dropped anchor when 
special launches went out to her carrying Sr. Dr. Arlindo Fragoso, Secretary of State, 
and his aid, Captain Alcino Cerqueira, the Consul of the United States; a deputation 
from the Medical College, composed of Doctor Caio Moura, Aquiar Costa Pinto, Al- 
fredo Magalhaes, Piraja Martins, Coronel Alfredo Carvalhal Franca, Director Carlos 
F. Stapp, of the American College, and others. 



344 H. S. T. A. BULLETIN 






Everyone said there was no more danger from yellow fever, and easily persuaded 
the party to go ashore. 

"The party and their hosts took five automobiles, rapidly visited the lower city, and 
then ascended to the upper city, going to Rio Branco Palace to visit Sr. J. J. Seabra, 
governor of the State, who received the visitors most courteously. 

"Over a cup of champagne his Excellency saluted the illustrious excursionists. Dr. 
Harry Erwin Bard responded, expressing his pleasant impressions on reaching this capital, 

"Colonel Alfred Carvalhal Franca courteously offered to serve as interpreter. 

"Next the party went to the Medical School, where they were received in the Con-i 
vocation Hall by the whole body of faculty and students. 

"After a short rest, Dr. Guilhermo Rebello, in an eloquent discourse in English, sa"^ 
luted the renowned visitors. He was answered by Senhor Harry Erwin Bard, President 
of the Committee and Director of the Pan-American Division of the American Associa- 
tion for the International Conciliation. 

"In addition to the medical body, there took part in the function Dr. Cameiro da 
Rocha, Director of the Law School; Amancie de Souza, Director of the Commercial 
School; Dr. Alfred Devoto, Secretary of the Municipal Intendencia; pupils of various 
schools and others. A band of fifty of the Cacadores played during the reception. 

"After meeting Dr. Deocleciano Ramos, Director of the Institution, the Illustrations 
Commission passed through the whole building, manifesting the good impression they had 
received. 

"After the visit they took special street cars. They went to the Normal Institute, 
where they were received by the Teaching Force, and shown the whole institution taking 
away with them the highest opinion of it. 

"Accompanied by the Director and members of the Faculty, and students, they made 
their way to the Maternity Hospital de Climerio de Oliveira. 

"They were received by the Doctor Director and staff; they visited the institution 
for the excellent organization of which the Illustration Professor expressed high praise. 

"From here, about 3:30 in the afternoon, they rode to Graca, where they alighted 
at the residence of Senhor Dr. Arlindo Fragoso, Secretary of State. 

"Dr. Arlindo Fragoso offered the illustrations excursionists a light breakfast, with 
menu as follows: 

"Peskles, azeitonas, Rabanetes, Galatine de volaille Truffee, Peixe Moqueea, Peixe 
de forno a Brasileira, Omelette au jambon, Filet aux petit pois, Sorvete a la Vanille, 
Fructas de bahia, Vinhos Sauterne, Pommara Champagne, Cafe. 

"For dessert, Dr. Arlindo Fragoso raised his glass and made a toast to the American 
professors, a toast fitting to the circumstances. Dr. Harry Bard responded with thanks. 

"In the evening the excursionists embarked, being accompanied by a committee of 
the Faculty of Medicine." 

(Then follows a list of the professors with their titles and addresses.) 

RIO JANEIRO 

From a Noticia, of June 1 6th, we learn "The Program of Visits of the American 
Professors." 

"By agreement of Senor Dr. Herculano de Fretias, Minister of Justice, and with 
Senor Edwin Morgan, American Ambassador, Sr. Dr. Fresilio Machado, President of 
the Superior Council of Instruction, after a conference with the Directors of the various 
Institutes of Higher and Elementary Instruction, and with the Director General of Mu- 
nicipal Instruction, have planned the following program for the visits of the North Ameri- 
can professors: 

JUNE 1 6 — Visit to the National School of Fine Arts and to the National Library. 






REPORT OF TRIP TO SOUTH AMERICA 345 

June 1 7 — At 9 in the morning visit to the Astronomical Observatory, and at 2 in 
the afternoon to the Polytechnic School and to the Electro-Technical Institute of Rio de 
Janeiro. 

June 1 8 — At 7 in the morning a visit to the Oswaldo Cruz Institute. At 2 in the 
afternoon to the Faculty of Medicine. 

June 19 — -At 10 in the morning to the Duke of Caxias Model Professional Prac- 
tice School and to the College of Pedro II. 

JUNE 20 — At 1 in the morning to the Practice Kindergarten School of the 
Republic. To the Pedro II College (Boarding School Department). To the Profes- 
sional Institute for Women. 

"On the visit to the Oswaldo Cruz Institute and to the Faculty of Medicine of Rio 
de Janeiro the North American delegation will be accompanied by Doctors Nascimento 
Silva, Director of the Faculty, and Professors Nascimento Bittencourt and Leitao da 
Cunha; on the visit to the Polytechnic Institute, to the Electro-Technical Institute and to 
the Astronomical Observatory by Doctors Nerval de Gouvea, Director of the Polytech- 
nic School; Ortiz Monteiro, Vice-Director, and Professors Drs. Henrique Morize, Direc- 
tor of the Astronomical Observatory, and Daniel Henninger, Professor of Industrial 
Chemistry; on the visit to Pedroll College, Drs. Raja Habaglia, Director of the College, 
and Professors Hastroo Ruch and Carlos Americo Dos Santos." 

In addition to the thirteen visits originally planned, many others were arranged for, 
as, for examples, a visit to the world-renowned Botanical Gardens, a reception at the 
Historical and Geographical Institution, a luncheon at Pedro II College, a luncheon at 
the Central Club by United States Ambassador Morgan, an automobile ride over the 
mountains and through the tropical forests of Tejuca, back of Rio; a trip to top of Sugar 
Loaf, 1 ,295 feet high, with the thrill of being suspended on two wire ropes 700 feet 
above the trees; with the incoming clouds from the sea and, after dark, with the lights 
of Rio; and on our last afternoon the •wonderful trip to Corcovado, from whose 2,333 
feet we could look down on Rio in the midst of its hills and the beautiful harbor with its 
many islands and surrounded by high mountains. 

Each one of the twenty institutions and trips deserves an illustrated article longer than 
I am here able to devote to all Rio. Perhaps elsewhere I can go more fully into details. 
One sample, translated from the Cazeia de Noiicias, 20 de Junho, 1914, must suffice: 

THE MILITARY COLLEGE 

"Coronel Barreto, the officers, and the teaching body, received the visitors most cour- 
teously and took them through the large departments of the establishment, taking part in 
various theoretical and practical recitations, which were continued as usual. Among the 
recitations we may mention that in English, conducted by Captain Pereira Pinto, and that 
in physics, by Major Pereira de Mello, which furnished interesting experiences in methods 
of teaching. 

"They watched also the fencing exercises, directed under the instruction of Captain 
Valerio Falcao; the riding lessons, under Lieutenant Castello Branco, in the Riding 
School, and Swedish exercises, under the past master of that discipline, Captain Gradu- 
ate Lieutenant Sr. Miguel Hoerhann. 

"The American professors praised highly all teachers whose rooms they were able 
to visit 

"After visiting the various branches of the institution, which, as usual, showed itself in 
excellent condition, the members of the delegation were offered by the illustrious Director 
of the College a table profusely covered with sweetmeats, and various toasts appropriate 
to the occasion were exchanged over the champagne. The first speaker was the chief of 
the delegation, Sr. Harry Erwin Bard, who congratulated Brazil in the person of the 



346 H. S. T. A. BULLETIN 

illustrious President of the Republic, and designated Professor Frederick Bliss Luquiens, 
of Yale University, to respond in the name of his colleagues to the director and officers of 
the Military School. The toast, which was eloquent and fraternal, was pronounced in 
Portuguese. 

"At its conclusion Colonel Alexandre Barreto, raising his glass, expressed his appre- 
ciation of the honors conferred upon them by the distinguished North American teachers 
and ended with a toast to the North American nation in the person of its conspicuous 
president, Mr. Wilson. 

"The members of the delegation were eloquent and enthusiastic in their opinions of 
the manner of living in the institution, which they praised with every step, not only the 
devotion to instruction in general, in which they saw realized the most modern methods 
of teaching, but also the military part, which attracted their especial attention. 

"The Secretary of the College, Captain Rodolpho Vossio Brigido, in the name of the 
directors, gave to the members of the delegation various publications of the institution, 
such as albums, books used in instruction, an interesting history of the college from the 
foundation, etc." 

TRIP FROM RIO TO SAO PAULO 

Nearly everybody had warned us against the daylight trip from Rio to Sao Paulo 
and had advised travel by night in the sleeping cars, but our party decided on the day 
trip. 

All day Sunday we traveled at first through the low lands near Rio to Sao Paulo, 
with their tropical vegetation, bamboos, bananas and market gardens, then slowly our ele- 
vation increased until we were at least 2,000 feet above the level of the sea. Our ride 
was an agreeable surprise. Most of the day we were going up the valley of the Parahuyba 
River. My roommate said this part of Brazil reminded him very much of the cattle 
range country of his own state of Nebraska. The nearer we approached Sao Paulo the 
fewer cattle were seen and the more of farming, especially of coffee farming. 

SAO PAULO 

Ambassador Morgan had written of our visit to Sr. Jose Custodio Alves de Lima 
and requested him as the best qualified to take care of us. The next morning we were 
taken in automobiles over the city and through the finest residence sections. We visited 
the Faculty of Law, where Professor Reynaldo Porchat conducted us over the building. 
We were taken to the Normal School and to the Barra Funda School, which we found 
in fine buildings well equipped. It being vacation time we could see no teaching. 

The Senate and the House of Deputies were visited, and the President of the House, 
Carlos de Campos, showed the visitors around. 

Some of the party made an all-too-hurried visit to the Geographical Institute. Some 
visited the Secretary of Agriculture and his department and tried to learn how this most 
enterprising and most wealthy state was encouraging immigration and establishing its 
colonists. 

Others in the office of the Dictator General of the Instruction were received by Dr. 
Joao Chrisostomo, who told how the state of Sao Paulo is grappling with the problem 
of education. 

We could profitably have spent as many weeks as we did days in this state. We 
feel that this state studies its problems, attacks them with German thoroughness and energy, 
and has the men and the money to carry them to success. We shall study and watch 
Sao Paulo. 



REPORT OF TRIP TO SOUTH AMERICA 347 

SANTOS 

We had reached Sao Paulo, July 2 1 st, their winter solstice, and, although it is close 
to the tropic of Capricorn, we wore our overcoats for comfort. It seemed strange to see 
the sun at noon in the north and but half-way between the horizon and the zenith. 

Between the 48th and 57th kilometers from Sao Paulo we descended from 799 to 20 
meters above sea-level — a change of 2,600 feet in five and one-half miles, and from a 
cool to a hot climate. 

Consul Summers met us at the station in Santos and took us to the Consulate. We 
then in automobiles visited San Vicente Beach, the docks where most of the coffee of 
the world is handled, and finally the McLaughlin Coffee Shipping Building, where cof- 
fee was stacked in bags twenty-four high over several acres of space, and where there was 
machinery for weighing, mixing and sacking. 

We left Santos on the evening of July 23rd, on the "Araguaya," for Montevideo, 
Uruguay. 

MONTEVIDEO, URUGUAY 
The official program called for: 

June 26, 1914 

2 P.M. — Visit to the Kindergarten. 

3 P.M. — Normal Institute for Girls, the Practice School, Pedagogic Museum, the 

Atheneum of Montevideo. 

June 27, 1914 

9 A.M. — Visit to the Veterinary School. 

10 A.M. — Visit to the Agricultural School. 

1 1 A.M. — Visit to the Trade School. 

2 P.M. — Visit to the Office for Expositions. 

3 P.M. — Visit to the Faculty of Mathematics. 

4 P.M. — Visit to the Faculty of Medicine. 

5 P.M. — Visit to the Law Faculty, to the Section of Secondary Instruction, to the 

School of Commerce, and to the Headquarters of the University Council. 

June 28, 1914 
Visit to the Cerro (the mountain that overlooks Montevideo and gives the city its 
name) . 

Trip through the parks and around the city. 



Visit to the races. 

I shall not here attempt to describe these visits. It would be impossible to do justice 
to the kindness, courtesy and interest displayed by our hosts. 

Every school has so much to show, and our time was so short that it was difficult to 
adhere to the exact time schedule. One expected result of this was that, when we reached 
the Girls' School at Pocitos it was nearly dark. The location was excellent; the build- 
ing was well ventilated, roomy and well lighted. Various pupils read addresses of wel- 
come. Postal-card photographs of the school with appropriate good wishes to the visi- 
tors written by different pupils were presented as momentos. There was no hurrying or 
impatience even from the very little tots, although they had been kept waiting for possibly 
two hours at the end of a dark winter day in late June. Their self-control was admir- 
able, their poise was perfect. 



348 H. S. T. A. BULLETIN 

Of our visit to the Kindergarten of the Normal School, El Siglo of June 27th says: 
"That institution, as beautiful as it is modest, produced the greatest effect on the dele- 
gates, who did not leave its school until they had seen hundreds of little tots, who sat 
during this unexpected visit maintaining the composure of old folks." 

"Oh," said one delegate, full of admiration: "This is a university in miniature." 
And for a moment those grave gentlemen became tender and smiling and sympathetic 
while they contemplated the miniature phalanx which filed by as a battalion of pigmies." 

How full a half-day was may be judged from El Tiempo of June 28th: 

"According to the program, the North American delegates continued yesterday to 
make visits. They visited all departments of the Veterinary School accompanied by 
the Director of that educational establishment, by members of the Council of Adminis- 
tration, by the Mr. Grevstad, North American Minister among us; by Senor Yeregui, In- 
troducer of Diplomats, and by many other persons, among them the ranking official of 
the Ministry of Industry and Public Instruction. 

"Next they betook themselves to the Agricultural School, staying long enough to 
visit all branches, taking notes and points on the working and plan of studies unfolded 
in the same. 

"One group continued visiting the other offices, laboratories, and the remainder of 
the delegates betook themselves to the Trade School (Escuela de Artes y Oficios), where 
they were received by its Director, Engineer Carlos Bonasso, and by the teaching body of 
that institution of learning. 

"They visited every part, entering the various machine shops, where they were at- 
tended by the professors and instructors, who discussed every kind of detail and described 
the working out of their plans at this center. 

"The guests were invited to pass to the principal salon, where they were served a 
lunch. 

"Engineer Bonasso gave a toast of welcome to the embassy. He was answered for 
his comrades by Professor Chester Lloyd Jones, Professor in the University of Boston. 
Dr. Harry Erwin Bard, President of the Pan-American Division, toasted to the triumph 
of American con- fraternity." 

BUENOS AIRES 

The steamer trip from Montevideo to Buenos Aires took all night. We had our 
first taste of Argentine sincerity of welcome by being wakened early next morning, before 
daylight. The committee, on this rainy, cold winter morning had come to greet us and 
to find out what we wished to do. 

The chairman of the committee, Dr. Ernesto Nelson, Director General of Sec- 
ondary Instruction; Professor Wilmart, of the Law School, and Mr. Ewing belong to 
the Roosevelt type of strenuosity. 

The Program 

Monday, June 29 
12 M. — Photograph at the Palace Avenida Hotel. Meeting of the Commission in 
Room 201. 
1 P.M.— Lunch. 

(Afternoon free for individual use) 
(EVENING — National Opera House, in box of Mayor. Opera "Aida.") 

Tuesday, June 30 
9 A.M. — Visits to schools — a Secondary, a Commercial and an Industrial. 
2 to 4 P.M. — Visit through the city, including the Zoological and the Botanical 
Gardens. 



REPORT OF TRIP TO SOUTH AMERICA 349 

Wednesday, July 1 
9:00 A.M. — Visit to the National University of La Plata (taking the train at Con- 
stitution Station at 9 A.M., returning to Buenos Aires at 6 P.M.) 
7:30 P.M. — Annual Banquet of the United States Universities Club. 

Thursday, July 2 
9:00 A.M. — Visit to a Primary School, to a Normal School, and to Normal School 

for Professors. 
4:00 P.M. — Reunion in El Musee Social Argentine, with Professors specialists in 
various departments. 
(EVENING — Opera, "Madame Butterfly," in National Opera House, as guests in box 
of the President of the Republic.) 



Friday, July 3 



9 
12 

3 
4 
5 



00 A.M. — Visits to the Faculties of Medicine, of Social Sciences and of Law. 

30 P.M. — Breakfast in the Jockey Club by the Minister of Public Instruction. 

00 P.M. — Visit to the Immigration Bureau. 

00 P.M. — Visit with Senator Frers to the Capitol and to the Session of the Senate. 

:00 P.M. — Visit to the Rector of the University and to the Faculty of Philosophy 
and Letters. 

Many monographs would be needed to describe the various phases of our visits in 
Buenos Aires. I may discuss elsewhere such topics as "El Internado," "El Profcsorado" 
and Director Derqui and El Colegio National "Mariano Moreno." Here I shall de- 
scribe first the "Living Language School," and then give the report of July 3rd as pub- 
lished next day in La Prensa, one of the great newspapers of the world. 

The Modern Language Normal School 

"This institution for the preparation of teachers of foreign language is located at the, 
capital, and forms a part of the national system of education. 

"Modern languages occupy a most important position in all schools of secondary 
grade, Liceos and Normal, commercial and industrial institutions. 

"As far as the practical side is concerned, they are excellently taught, but in order 
to improve still more the practical teaching of foreign languages the Government founded 
this special school and decreed a course of study that is as efficient as it is unique. 

"The institution comprises two schools — a primary and a secondary. 

"In the first is given a regular primary education, with the addition of one or two 
foreign languages — French and English. The language instruction is eminently practical, 
and the pupils learn to understand and speak as well as to read and write. 

"On entering the upper school the student elects the language she expects to teach. 
It is a school for girls only. And from this time on all instruction in all subjects of 
curriculum, except Spanish, is given in the language which the student is preparing to 
teach, and usually by teachers for whom this language is the mother tongue. In other 
words, the high school is an English School for one section and a French School for the 
other. 

"The curriculum varies somewhat for the different sections. For example, history in 
the French section means especially history of France and of the French; in the other 
section the stress is laid on English history. The same is true of geography and civics^ 
and necessarily the studies in literature are totally different. 

"The study of the language itself is also continued, so that by the time the girl 
finishes her high school course she is admirably grounded in the foreign tongue, and at 
the same time has studied the people, their history, literature and customs, society and 



350 H. S. T. A. BULLETIN 

politics. In addition, she has studied methodology, and has been trained in the art of 
teaching the language by means of practice lessons in the primary department. 

"The curriculum of the preparatory school covers three years, and that of the high 
school four years. 

"For the preparation of foreign language teachers a better method could scarcely 
be devised." — E. E. Brandon in Bulletin 504, U. S. Bureau of Education. 

NORTH AMERICAN PROFESSORS VISIT THE FACULTIES AND 
CONGRESS BREAKFAST IN THE JOCKEY CLUB 

"The North American professors, guests in this capital, dedicated yesterday morning 
to visiting the Faculties of Medical Sciences and Law. 

"They were received in the first by Doctor Luis Guemes and a group of professors 
and physicians, who accompanied them during their visit to the establishment. 

"Then they passed to the Faculty of Law, where they were attended by Doctors 
Bidau, Oliver, C. Saavedra Lamas, Wilmart, J. J. Diaz Arana, H. Larguia, C. de 
Tezanos Pinto and H. Quirno Costa. 

"They were for a few minutes in the class on finance, in which Doctor Saavedra 
Lamas discussed the progressive income tax. 

"The passages in the discussion by Doctor Saavedra Lamas were listened to atten- 
tively by the North American educators, especially when the speaker referred to the work 
of Seligman, whose conclusions he studied and analyzed. 

"At 1 2 noon breakfast was served in the Imperial salon of the Jockey Club. 

"The Minister of Public Instruction took his seat facing the delegates. 

"The table, in the form of a circle, was adorned with guides and branches of flowers 
in different colors. 

"The seat of honor was occupied by the president of the delegation, Doctor Bard, 
who had at his right the Minister, Dr. Cullen, and at his left the Municipal Intendent. 

"Facing them was seated Dr. Percy Bently Burnett, who had at his right the Min- 
ister of Foreign Relations, and at his left Dr. Uballes." 

[Mr. Morrey was seated between Dr. Wilmart, Professor of Political Science in the 
Law School, and Dr. Emilio Frers, Lawyer, Senator, President of the Music Social 
Argentino, who succeeded in inducing President Roosevelt to visit Argentina.] 

"The other places were occupied by the delegates, scattered among professors of 
our faculties and National Colleges. 

"The breakfast passed in the midst of a frank expression of desires for closer intel- 
lectual relations between the United States and Argentina. 

"With the dessert, there was a brief discourse by Dr. Cullen, to whom Dr. Bard re- 
plied on behalf of his companions. 

"In the afternoon the delegates were a few moments in Congress, during the Ses- 
sion of the Chamber of Deputies, and then they went to the Hotel for Immigrants, whose 
building and equipment impressed them very much. 

"At 5:30 they were received by the Rector of the University of Buenos Aires, Doc- 
tor Uballes; then they visited the Faculty of Philosophy and Letters, and last assisted 
in a reception offered by the Young Men's Christian Association. 

"The president of the delegations, Doctor Bard, was honored last night by a banquet 
by Doctor Francisco P. Moreno. 

"The delegates will visit this morning the estancia of Senor Leonardo Pereyra. 

"For this purpose they will have a special coach, placed at their disposal by the 
Government. 

"In the afternoon there will take place in one of the parlors of the Avenuida Palace 
Hotel the reception, which the delegates offer in return for attentions shown them. 



REPORT OF TRIP TO SOUTH AMERICA 351 

"There have been specially invited the members of the Executive Power, the Mayor, 
the Rectors and Deans of the Universities and some Professors of the Secondary Schools. 
Schools. 

"The number of invitations distributed is very limited. 

"It has been announced that the delegates leave to-night on the steamer Londres for 
Montevideo, where they will embark on the steamer that will take them to Chile." 

PATAGONIA 

July 1 Oth, in the midst of heavy seas and in a storm of snow, sleet and rain, about 
half of our party landed at Punta Arenas, 53° 10' S. Lat., Southern Chile, midway in 
the Strait of Magellan and in plain sight of Terra del Fuego. 

Our party was met by a representative of the University of Chile, and in the name 
of the University welcomed to the Republic and shown the sights of the town. 

I missed the representative, for I had found a boys' school near the post-office. Here 
I was cordially welcomed by Director Luis E. Zelada M., who said the Chilean plan was 
six years of Elementary Schools, six years of Superior or High Schools, preparatory to 
the University or to the Professional Schools. 

As soon as the director would open the hour to enter a class room, the teacher 
and pupils stood quietly and respectfully until he left the room or until ordered to be 
seated. (This was the custom in all South America.) 

The desks were good, the apparatus and maps good and abundant and excellent. 
For teaching anatomy this elementary school had a manikin similar to the one I used in 
college. 

LOTA 

From Coronel we went to the mining town of Lota. Here I had an opportunity to 
visit for a few minutes the parochial school, the only one I visited in Chile. I enjoyed the 
good spirit between pupils and teachers and towards the good Padre who welcomed me. 

I was just in time to see the dismissal of the public school boys across the Plaza. 
They were boys all right, interesting and lively. The excellent maps here showed the 
same fostering influence of the central government that I had seen in Patagonia. 

CONCEPCION 

We arrived at 1 1 A.M., and visited the various sights of the city. In the afternoon 
we visited the Liceo, under the guidance of Professors Hopson, Stevenson and Saez. The 
new building will be one of the best in South America. 

SANTIAGO, CHILE 

THURSDAY, July 1 7. — Morning free until 1 1 A.M. Call from Rector of Uni- 
versity and others. Photographs for El Mercurio. Excursion around city. 

Afternoon — Trip around city to Santa Lucia Hill. Visit the cemetery. 

The program for Juy 18th was thus described in El Mercurio of next day: 

"The university professors from the United States, who have been our guests since 
last Thursday, continued their program of work as planned. Divided into two groups, 
they visited the principal institution of public education in this capital, accompanied by 
the Secretary of the Pedagogic Institute, Professor Don Eliodoro Flores. 

"One of the groups, compsed of seven professors, visited the National Institute, Girls* 
Liceos No. 2 and No. 3 and the Professional School, located on the Alameda, at the 
corner of Santa Rosa. 



352 H. S. T. A. BULLETIN 

"The other members of the delegation visited the model tenements for working men, 
built under the patronage of the Government, in San Eugenio and Santa Rosa, and then 
they visited the Hospital of San Salvador, and afterwards the Providencia Home for 
Orphans. 

"Everywhere the distinguished guests were surrounded with attentions, as well as 
with facilities to accomplish the purpose of their visit. 

"After the morning visit, at mid-day we met them in their quarters in the Grand 
Hotel, in order to obtain the opinion of the members concerning the impressions they had 
received during their trip. 

" 'We have come back indeed highly pleased with the great progress in this country, 
and on a scale so vast, especially in the matter of technical training for girls,' Mr. Chester 
Lloyd Jones replied, 'for the school we have just visited merits nothing but praise.' 

"Just then there approached us Mr. J. Byrne Lockey, in the midst of the other group, 
when we also requested him to give us his impression of the morning. 

1 'To sum it up, everything we have seen to-day is admirable,' he answered with 
enthusiasm, 'especially the Salvador Hospital, with perfect conditions technically and for 
comfort. Believe me that I did not expect to be so enthusiastic in praise, but,' said he, 
'in its class there is no superior to that in this capital. f 

1 'With reference to the Home for the Little Orphans,' he added, 'if I may judge 
it from the passing view I had of it, it is a splendid institution, well maintained, and, 
comparatively speaking, at a very low cost.* 

"His judgments showed us that he had examined what he had seen with the spirit of 
the true observer. 

"When we spoke of the homes for workingmen, his remarks about them aroused in 
us the justest interest. 

" 'The flourishing state of these centers,' he declared to us, 'is the more noteworthy 
in my opinion if we consider that they are built and maintained in this country at the 
expense of the State. This work of the Chilean treasury shows us what can be accom- 
plished in small nations, considering the difficulties that their administration presents. In 
my country we have them in satisfactory conditions, but founded by private enterprise.' ' 

"Following the schedule previously made, in the afternoon the delegation continued its 
visit to educational institutions and to other public buildings. Among the first were the 
Pedagogic Institute, Jose Abelardo Nunes Normal School, Girls' Normal School No. 3 
and the Institute of Physical Education. 

"In each one of these state-supported educational establishments, and especially in 
the Pedagogic Institute and in the No. 3 Normal School for Girls, the North American 
professors were the object of sympathetic manifestations on the part of the teachers and 
pupils. In the last the arrival of the delegation was saluted by the students with grea{ 
ovations to the United States and with the Yankee hymn sung in correct English by the 
girls of the upper grades. 

"The professors, as they made known to me after their visit, have greatly admired 
the high grade of every department of every public educational institution that they have 
had occasion to visit. 

THE RECEPTION AT THE UNIVERSITY 

"At the reception offered by the Rector of the University of Chile, Don Domingo 
Amunatequi Solar, in the reception rooms of our first nursery garden of higher education, 
in honor of the North American professors who are visiting there, took part yesterday the 
teaching body, the Under-Secretary of the Ministry of Foreign Relations, the Under- 
Secretary of the Ministry of Public Instruction, and the Section Chiefs of this last depart- 
ment. By special invitation there was also present the Minister from the United States, 
his Excellency, Mr. Henry P. Fletcher. 



REPORT OF TRIP TO SOUTH AMERICA 353 

"The members of the delegation were accompanied through the University by the 
Rector, Secretary and Pro-Secretary of the Institution. In their honor was served una 
copa de champagne. They then visited the class rooms and the Laboratories of the Engi- 
neering School. A few minutes after seven the professors left the University. 

TO-DAY'S PROGRAM 

"The distinguished travelers will visit to-day, in company with some of our university 
professors, the following public institutions: Museum for Fine Arts, School of Fine Arts, 
and National Museum. 

VISIT OF COURTESY 
"The president of the delegation made yesterday a ceremonial visit to the Ministers of 
Instruction and of Foreign Relations. This visit had for its object the thanking of 
Senores Rodriguez and Villegas for the attentions that they had bestowed upon the mem- 
bers of the delegation during their stay in Santiago. 

DEPARTURE OF THE DELEGATION 

"The delegation will leave at noon to-day for Valparaiso in a special car. They will 
remain until Tuesday in the neighboring port before embarking to sail north. It is their 
intention, as we have already given notice, to visit Peru and Panama." 



ESCUELA PROFESIONAL SUPERIOR DE NINAS DE SANTIAGO 

On this Industrial High School for Girls of Santiago, I have much valuable material, 
thanks to Senorita Dona Albina Bustos, its charming Directora. 

It will be interesting to all of us to know what our Chilean co-workers prohibit as 
not conducive to the good manners of girls. Pupils are forbidden: 

(a) To use the manlo. 

(b) To leave the room during hours of recitation, except in case the teacher permits 

it for urgent necessity. 

(c) To speak in a loud voice, or to promenade at recess arm in arm or holding hands. 
(a 1 ) To carry to school any work strange to the course, or newspapers, or books for 

reading, or letters, 
(e) To offer any present whatever to teacher, or to superior officers. 
(/) To go upstairs, or to enter the room before the bell rings, indicating time to begin 

work. To remain within when the bell rings, to leave or to take out her work 

at recess time. 
(g) To cease promenading during recess time. 
(h) To begin conversation with the Mozos (servants or "boys"). 
(i) To spit on the floor in the rooms or in the courtyard. 
(/) To take work out of the school without the permission of the professor. 
(£) To form groups in the toilets. To visit them more than one pupil at a time. To 

leave them in disorder. 
(/) To bring fruits to eat during recess. 

(//) To wait in front of the door of the building and form groups, 
(m) To wear a skirt that touches the ground in walking. 
(n) To wear costly jewels, clothes, or hats, or to use rouge or rice powder on the 

face. 
(0) To write initials on desks or on the walls of the school. 
"Punctuality is the first duty of a worker." 
"Silence is the rule of the School." 



354 H. S. T. A. BULLETIN 

VALPARAISO 

On account of the very heavy rains, and because of the public military funeral of 
Admiral Uribe, there were no school functions in Valparaiso. We had an opportunity of 
seeing what fine soldiers Chile has. The next day we visited the very interesting Naval 
School, the Annapolis of Chile. 

IQUIQUE, CHILE 

In this west coast desert town I embraced an opportunity to visit a school in a rented 
warehouse facing the public square. There were four classes in the four corners of the 
large room. I saw only the opening exercises. The marching and the singing were very 
good, and the teachers courteous. 

LIMA, PERU 

Because of the July 28th National Holiday Celebrations we could see only the 
outside of the various educational buildings in our drives around the city. But in one of 
the private schools we had a splendid opportunity to see and hear how a Peruvian 
school observes Independence Day. 

Next day some of the delegation called on the President. All attended the formal 
Military and Naval Parade and the Solemn High Mass in the Cathedral. 

PANAMA 

We lay three days in quarantine in the bay of Panama, so that we had just a few 
hours for the Isthmus. We were met at the pier by our Ambassador, by the represen- 
tative of the Consul, by the President of the National Institute of Panama, and by repre- 
sentatives of the Normal School and the Department of Education of the Republic. We 
took automobiles through Panama and down to the ruins of old Panama. 

That evening many of us visited the National Institute of Panama, and caught, I 
hope, some of the enthusiasm of its Rector, Dr. Edwin G. Dexter. May his dream of 
a Pan-American University at Panama come true with him as guarding spirit. 

Next morning, led by our indefatigable Ambassador, William J. Price, we climbed 
Ancon Hill in time for sunrise. We caught an early train to the entrance to the Culebra 
Cut, where we took a launch through the cut and into the lake caused by damming the 
Chagres River. We then boarded a train for Colon, where we embarked on the Cala- 
mares, pleased with our trip, but all more or less homesick. 

ON TRADE CONDITIONS IN SOUTH AMERICA 

Although the purpose of the Pan-American Division in sending the party of eleven 
college and school men to South America was to cultivate closer cultural and intellectual 
relations rather than to foster trade relations, yet the purpose of several in the party was, 
if possible, to obtain, in addition, some idea of the economic ideas obtaining and of the 
trade conditions. 

But one member of the party was under orders to observe to report on trade condi- 
tions. When the Board of Education of New York City granted Mr. Morrey leave of 
absence with pay he was so requested. This party, unlike most preceding parties, was 
composed of men trained in history and economics, several of them professors of those 
subjects. In addition, most of the men read and talked Spanish and three of them Por- 
tuguese. All but three had been in South America, in Spain, or had lived among Span- 
ish and Spanish-American people and had learned, at least in part, to understand them 



REPORT OF TRIP TO SOUTH AMERICA 355 

and to appreciate them. It was this friendly, sympathetic, appreciative attitude that made 
the visit as a whole a real success. 

The long sea trips, the numerous travelers (South Americans returning from the 
United States or going there; American agents, engineers, officials, etc.), the desire to 
learn made it easy for us to make many acquaintances and under conditions more favorable 
to confidential exchanges of opinion than around some festal board. Many of the party 
had college friends, who had been many years in South America so that an intimate knowl- 
edge was available to many of us. 

There was a general complaint of "hard times." The causes were given as three. 
The cause, most frequently heard on the east coast — in Uruguay and Argentine, and 
also in Chile — was poor crops, resulting from the abnormally excessive rains. This 
failure of crops diminished the purchasing power of the agriculturists. 

Great stocks of imported articles could not be sold. Some of our party were driven 
by miles of storehouses along the docks of Buenos Aires, said to be filled with such un- 
salable imported articles. This great mass of merchandise must be reckoned with in 
all of our plans to obtain a foothold and obtain the trade of the Argentine Republic. 

Another great cause of hard times is the optimism of the Latin-American. His 
leaders are well trained, broad-minded, widely traveled, and ambitious to show their 
ability and pride of country and city. Their great cities can proudly invite comparison 
not only with our own great cities, but also with the best in Europe. This is a fact that 
we are beginning to learn and to appreciate, thanks very largely to ex-President Roose- 
velt's visit and his subsequent enthusiastic advertising. When in conjunction with this 
optimism of the South American you consider his strongly centralized government, you 
can see that when an aggressive, ambitious, forceful President, or Governor, or Mayor, 
or all together, in many cities, many states, and in several republics. — when they all at the 
same time inaugurate very desirable public improvements — there is a very great demand 
for credits. New public buildings, libraries, legislative halls, municipal theatres, street- 
car lines, electric light and power plants, railways — all are very much in evidence. New* 
streets, avenues, and boulevards, grading down of immense hills and the filling of deep 
valleys — all very desirable, but all very expensive, especially if done by or for the govern- 
ment. 

In addition to the poor crops, and the optimistic everborrowing for governmental and 
for public utilities, there is the third cause of curtailment of credits. Although there has 
been more or less of this going on for some time, yet we found that at Buenos Aires, for 
example, there has been going a steady calling in of credits given by German banks and 
firms. This strong, steady, persistent demand for money, for gold, made by the Germans 
had a very depressing effect on South American trade. For it must be remembered that 
the Germans do a very large share of South American business. There is close supervision 
and direction, probably governmental, of German foreign trade activities. The Germans 
deal with Germans, and when a German merchant does business as agent for a North 
American firm, he probably has inducements made to him to direct the trade so as to 
further German interests. Many of the electric industries are owned largely by Germans, 
who, of course, insist that equipment be purchased in Germany. In these and in other 
ways German money has been scattered over the world, and especially in Spanish-America 
and Brazil. The Germans in South America have probably been by far the best sup- 
plied with proper banking facilities. For this reason the curtailing of credits by the 
Germans had a very great effect financially. It also had a very great psychological effect, 
for the Germans had been underbidding the English by granting extremely long credits 
as well as good rates. The Germans very deservedly won success by catering to the tastes, 
manners, and customs of the country. 

The Germans learn the language of the country. They grant the long credits asked 



356 H. S. T. A. BULLETIN 

for. They try to find out the pattern, size, colors, and shapes of the articles wanted. 
They then try to fill the specifications furnished, pack securely, exactly as ordered. 

We, of course, have heard directions for packing, crating and securing machinery, 
sewing machines, for example, sent abroad. It is worth the cost of the trip to send pack- 
ers of such goods down the West Coast of South America to see how freight has to be 
handled in getting out of the hold and into lighters or upon the wharves while the waves 
are seemingly mountains high. 

The South American knows his business. He knows what his customers desire to 
buy, consequently he knows what he can sell. He may very naturally resent it when a 
bumptious Yanqui tries to persuade him that he needs something better. We cannot 
expect to make South America a dumping ground for our surplus products, if those prod- 
ucts do not happen to suit the taste of the South American. He knows that his customers 
are slow to change long-established tastes and that 

Entre gustos — no hay disputes. ("In matters of taste there can be no disputes.") 

Our South American is first a gentleman, and then a merchant. He must be first 
approached as a gentleman. In this way respect and confidence and friendship arise. A 
great deal of business is based on friendship and mutual esteem. They know us and our 
country better than we know them and their country. 

He who is going to South America to capture trade should be first a bom gentleman at 
heart. He should become conversant with the languages that he is to use and with 
the manners, customs, history, geography and traditions of the people he is to meet. 
W r ith the proper knowledge of his own business and with a sympathetic and appreciative 
attitude towards the people he meets he is, with all these qualities, bound to succeed; but 
let him make haste slowly. 

GENERAL OBSERVATIONS AND CONCLUSIONS 

Our hosts in South America, in order to bring us into true cultural and intellectual 
relations, very properly insisted upon showing us those institutions that are basic in any 
civilization. They showed us all stages in the evolution of a citizen, from the cradle, 
through school and college and professional or trade school, into public life, or in case 
of the weak or poor into places of charity — the hospitals. 

V/e were shown kindergartens, primary schools, elementary schools, high schools, 
trade schools, day schools and boarding schools, colleges and universities, law, medical, 
and dental schools, orphan asylums, hospitals, maternity wards, morgues, agricultural col- 
leges, bacteriological and biological experiment stations and prize stock farms, importing 
houses, banks, hotels for immigrants, and model government tenement houses, botanical 
and zoological parks and gardens, race tracks and jockey clubs, municipal theatres and 
opera houses, art museums, with their accompanying trade and art schools. 

Everywhere automobiles were placed at our disposal, so that we were able to see the 
most in the least time. We were always under expert guidance. On entering an insti- 
tution we were escorted to the rooms of ceremony and properly presented to the supreme 
authority, conducted through the offices of the directing and administrative bodies and 
then over the institution, generally accompanied by students and professors who could talk 
English. 

Most of the party were surprised at the high degree of excellence in buildings, equip- 
ment and management. Our hosts were everywhere proud of their institutions and anxious 
to show them to us. 

THE TEACHERS 

The men and women we met were ladies and gentlemen of the world, of culture, 
refinement and good breeding. They were not only part of the best society, but they were 
also men and women of affairs. 



REPORT OF TRIP TO SOUTH AMERICA 357 

Many of the teachers were also practicing lawyers, doctors, and engineers. The 
schoolmaster and the professor are welcomed in politics and are consulted in affairs of 
state. This is distinctly an advantage. I heard no intimation that the South American 
teacher is looked upon as theoretical rather than practical, or that he is ever characterized 
as a "highbrow." 

The availability of the teacher for public service is increased by the device of ap- 
pointing a man as professor of a chair requiring his services but three or four or five hours 
per week. He may be appointed to several chairs, either in the same or in different insti- 
tutions. There may in this way be a much larger faculty for a student body of 500 than 
there would be with us. There may be less of the strictly professional teacher's point of 
view; less attention to the best methods of instruction, and more of a tendency to talk and 
to lecture. Over against these disadvantages may be placed the greater number of sincere 
supporters of the institution, the contact of the students with men of affairs, and the 
greater public service and the higher social standing of those teaching. 

ADMINISTRATION 

The more centralized form of government in the South American governments makes 
school administration more easily regulated by the state, especially with reference to high 
schools, colleges, and universities. This was particularly noticeable in Chile, where there 
was a central storehouse at Santiago, well filled with excellent equipment for schools. The 
school I visited at the most distant city in the republic, Punta Arenas, in the Strait of Ma- 
gellan, was exceedingly well supplied with excellent maps and charts, with abundant 
demonstrative materials, and with a very costly manikin for teaching anatomy. 

The number of administrative officers was large for the number of professors, viewed 
from the point of view of most of city school authorities. For example, in one school of 
perhaps 350 students, there were 19 teachers under eight administrative officers, whose 
titles were director, sub-director, general inspector, inspector of teachers, storekeeper, first 
and second assistant, and an accountant. The office of the accounting force was every- 
where in evidence, it seamed to me. 

I have heard in times past intimations from some of our North American teachers, 
instructing in some large public high school with much clerical and statistical work to do, 
that occasionally they had some time in which to do a little teaching. Such teachers might 
envy their fellow-teachers in Dom Pedro II. College in Rio, where, in addition to the 38 
professors in the Day School (Externato) and the Boarding School (Iniernalo) , there 
were in the administrative force 1 director, 1 secretary, 1 sub-secretary, 1 treasurer, 2 
librarians, 5 clerks, 2 chiefs of discipline, 2 preparers, 2 beadles, 20 inspectors of stu- 
dents, 2 caretakers of cabinets, 2 library caretakers, 2 porters, 1 storekeeper, 1 doctor, 
1 nurse, 1 tailor, 1 assistant, and cooks, helpers and necessary servants. 

BUILDINGS 

The schools were not only well officered, but they were well housed and with plenty 
of room space. They were generally, though not always, abundantly lighted, although 
we visited, them during their winter season. Nearly every city school building was two 
stories high. 

They were built around one or more inner courts called paiios. The patios were gen- 
erally paved, though occasionally they contained a small flower garden, a collection of 
ferns, or other shrubbery. Around the patio were an upper and a lower corridor, into 
which opened the recitation rooms. Unlike our New York City school buildings, there 
is no inside hall into which the class rooms open. Occasionally we came across a patio 
with a roof that could be moved aside in fair weather, as, for the best example in the 



358 H. S. T. A. BULLETIN 

United States, at the Pan-American Building in Washington, D. C. Sometimes the patio 
was permanently covered, as, for example, in the beautiful Hispanic Society Building, 
155th Street and Broadway, New York City (a building which no New Yorker inter- 
ested in Spanish America or in Spain can afford to be unacquainted with). 

There were always numerous, large, handsomely-furnished quarters for the adminis- 
trative officers. In comparison with the few small, over-crowded office rooms of some 
of our largest New York City high schools it was quite a transition to enter large, light, 
high-ceilinged, richly- furnished rooms, with privacy for director, secretary, accountant, 
faculty and board of trustees. 

BOARDING SCHOOLS 

Outside of West Point, Annapolis, and some charitable and penal institutions we 
have few boarding schools supported by public money. But they are relatively numerous 
in Brazil, where they are called Internatos, and in Spanish America Internados. 

They seem to indicate that, although these governments may not do so much for 
every child and every youth as is done in Europe and in North America, yet when these 
governments do help they help the fewer selected earlier, longer and more per pupil. 

In the Internado of La Plata University there were private bedrooms for very small 
groups of students. Elsewhere the rule was the large sleeping halls with many cots. 

In many, if not in all, Internados there were Dentists' Offices for gratuitous care of 
the teeth of the students. 

EQUIPMENT 

The equipment for the teaching of biology (botany, zoology and anatomy), physics 
and chemistry was abundant — almost excessive at times. The apparatus was generally 
for demonstration by the teacher rather than for individual laboratory work by the pupil. 
This is in line with the more recent trend or fashion in science teaching in the secondary 
schools of the United States, where there is less intricate, mathematical, quantitative 
laboratory work and more qualitative work and demonstration. This elimination of excess 
sive mathematical work tends to infuse interest in the practical. 

Many of the institutions had large libraries. Of the books not in the language of the 
country French books were generally far in the lead, especially in Brazil, where many 
of the text-books used in the higher schools were in French. 

HIGH SCHOOL COURSES 

One great lesson impressed upon me by my trip is that we in the United States are 
away behind our South American friends in the arrangement of our primary and secon- 
dary school work. We have an eight-year elementary school with the same instruction 
common to all children in the community, followed by a four-year high school with 
some differentiation. 

In New York City we are more or less vaguely recognizing the unwisdom of this by 
endeavoring to differentiate in the seventh and eight years, and within the last few weeks 
there has arisen the question of whether it may not be wise to change the elementary school 
course from eight to seven years 

In Brazil and Spanish America six years elementary school work is followed by six 
years of high school work. The schools, called colegios in Argentine and Brazil, and 
liceos in Chile, are divided into four and two years' work. 

Colegio Nacional ''Mariano Moreno," Director Manuel Derqui, Buenos Aires, Ar- 
gentina, four and two years' course. 

Gymnasio Nacional, or Collegio Pedro II., Rio de Janeiro, Brazil, four and two 
years' course. 



REPORT OF TRIP TO SOUTH AMERICA 359 

Liceo del Insiituto Nacional de Panama, Rector Edwin G. Dexter, Ph.D. Three 
and three years' course, based on Lycees of France. Planned by a man conversant with 
educational problems of United States, Europe and Porto Rico. 

Horace Mann School for Boys, Private School, New York City. 

New York City High School, General Course. DeWitt Clinton High School for 
Boys, Principal Francis H. J. Raul, and P. S. No. 40, Manhattan, Principal Joseph K. 
Van Denbury. (Comparative table showing courses of study on pp. 362-363.) 

The advantages are that the Foreign Languages are begun trvo years earlier than in 
our high schools, and at an age when pupils can memorize words and can learn to pro- 
nounce strange sounds much more easily than later. 

Algebra, General History and Sciences begun two years earlier and the pupils par- 
ticular bent entered early, but not too early. 

If the six and six plan should be introduced here pupils desiring to take Commercial, 
Manual Training, or other Industrial or Vocational Work could do so much more easily 
and also earlier. How this problem has been solved in Chile for commercial students ap-) 
pears under heading "Commercial Education." 

In the Table of Courses of Study electives are put in dark-faced type. It will be 
noted that in Panama there is a choice between French and Latin; in Horace Mann be- 
tween French and German, and in DeWitt Clinton between Latin, French, German and 
Spanish as first foreign language, and also between them and Greek (and Italian) for the 
second or third foreign language. 

COMMERCIAL EDUCATION 

Commercial education is carried as a part of university work in Uruguay, and as we 
do in New York University. In the Argentine the commercial liceos are of high school 
rank with some studies for general culture introduced into their five-year course. A for- 
eign language is begun the first year, with a choice of English, French, German or Italian; 
bookkeeping, 4 hours per week, and stenography and typewriting, 2 hours per week, begin 
in the second year, the commercial rank proper. The third type, based on less than an 
equivalent to our eight-year elementary school course, is illustrated in Chile. 

Some elementary schools in Chile do not have the complete six grades and can give 
in their three or four or five years only the rudiments of the common branches. 

El Insiituto Comercial de Valparaiso, Chile, maintains one preparatory year, three 
superior years, and also night courses of at least two years. From its last available annual 
report (191 1 ) we have an interesting statement of the ages of pupils : 

Years. 10 11 

Number of pupils 18 25 

In Buenos Aires in the Insiituto Superior de Estudios Comerciales there are five years 
of preparatory work. Of these the first three lead to diploma of Bookkeeper; if two more 
years are taken the degree Bachiller or Perito Mercantil (office expert). The four more 
years in the course for Licenciado en Ciencias Economicas are omitted in the table. 

For New York City the three years' Commercial Course as given in Bushwick High 
School. Subjects given but a half-year are given half-credit. 

For the four years' course that offered in the Commerical High School. 



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362 H. S. T. A. BULLETIN 

ON THE STUDY OF PORTUGUESE 

What has been said of Spanish applies also to the study of Portuguese — the mother 
tongue of 20,000,000 Brazilians. 

They, in their immensely wealthy republic with an area greater than that of the forty- 
six states of our union, have more virgin soil, more undeveloped waterpower, more min- 
eral wealth, more timber, and in general more undeveloped natural resources, than any 
other South American republic, if not more than all together. 

Their language is so little studied in our universities, if it is studied at all, that at 
the present there would appear to be more chance for a well-trained man in any given 
line of work if he knew Portuguese than if he knew Spanish. Although there may be in 
all of the Americas four Spanish-speaking persons to every one speaking Portuguese, there 
are in the United States twenty who speak Spanish to one who speaks Portuguese. 

ON THE STUDY OF SPANISH 

The most important conclusion of our visit is the great value and importance of the 
study of Spanish in our high schools, and, as soon as possible, in our elementary schools. 

The 1 00,000,000 people of the United States will have more and more to do with 
the 80,000,000 people in Spanish America in business, science, arts, literature and poli- 
tics. The opening of the Panama Canal and the great European war have tended to 
bring the two great peoples much closer together. They are looking to us for credits in 
the financial world, manufactured articles, raw products, machinery, books, just as they 
have looked in the past for political examples. 

They have been reaching out towards us much more than we towards them. They 
offer their high school pupils English for three or more years in Brazil, Argentina and 
Chile. They send an increasingly larger percentage of their best students to continue 
their education in the United States. They everywhere teach more of the history and 
geography of the United States than we teach of Spanish America, so that the average 
Latin American is not so ignorant of the United States as we are of his country. 

The changing business conditions, as Professor Snider, of City College, points out, 
demand that more Spanish-speaking agents be sent from the United States to introduce 
our Wc.res. Heretofore we have 'had so excellent a home market that we have not felt 
the necessity of going out and fighting for our share of the markets of the world. We 
have relied too much on selling our goods through great commission houses, who in turn 
sold to smaller houses and jobbers, who in turn sold to the native merchants. This 
method of doing business required few or no agents using Spanish. 

But more and more must we do what some of our great firms have already begun so 
profitably. We must have agents who can sell directly to the merchants, creating in 
them, if necessary, new demands that we alone can supply. All this will require more 
and more agents trained in Spanish. 

In the petition to the Members of the New York State Examinations Board, to restore 
Spanish to its position of equality with other modern languages, the following reasons 
were given: 

1. The country as a whole and this State in pariicular has in the past year or so 
seen a marked renascence of interest in the study of Spanish. Present conditions in 
Europe and South America, the success of Pan-American diplomacy in the Mexican crisis, 
and the opening of the Panama Canal are daily accentuating this interest. Commissioner 
Claxton of the United States Bureau of Education has recently, October 1, 1914, issued 
a circular letter to high school principals urging the formation of classes to study South 
American history and geography, and the Spanish and Portuguese languages. The Pan- 
American Union of Washington, D. C, is actively encouraging the study of Spanish. 

Universities and colleges agreeing to accept Spanish on a par with French and Ger- 
man are Brown University, The College of the City of New York, Washington Square 



REPORT OF TRIP TO SOUTH AMERICA 363 

College of New York University, Princeton University, University of Pennsylvania, Colum- 
bia University, Colgate University, Hamilton College, Cornell University, Syracuse Uni- 
versity, Amherst College, Dartmouth College, Stevens Institute of Technology, Rensselaer 
Polytechnic Institute, Massachusetts Institute of Technology, Lehigh University. 

Some New York City High Schools having Spanish courses: Bay Ridge High School, 
Commercial High School, 1,200 students in a four-year course; High School of Com- 
merce; Newtown High School. In DeWitt Clinton High School, New York, not a com- 
mercial school, the Board of Education of New York City has established this fall a sep- 
arate department of Spanish, and opened up Spanish to first term boys. Practically all of 
the Evening High Schools offer Spanish. 

2. The study of Spanish has, in the opinion of those best equipped to know, a dis- 
ciplinary value fully equal to that of, say, a study of French. A study of Spanish will 
develop as many brain loops as the study of any other modern language. Intricacy of 
idiomatic expression and a great wealth of vocabulary make Spanish a subject of study 
worthy of the best mental effort. 

3. The older Spanish literature has given to the world some of the great writers of 
all times. Modern Spanish literature, both in Spain and Spanish America, is notable for 
its high development of the novel and short story. Such things make for the high cultural 
value of a knowledge of Spanish letters. 

4. The commercial value of a knowledge of Spanish cannot be too strongly empha- 
sized. The acquirement of the language for such practical purposes does not, of itself, de- 
tract from the general educational benefits involved in such acquirement. The state should 
not refuse credit for this acquirement. 

5. What may be called the social value of a knowledge of Spanish is becoming in- 
creasingly important as our relations with South America daily become closer. Commis- 
sioner Claxton says: "A further reason for teaching Spanish more than we do is that it 
is the language of one-tenth of all the people claiming protection under the American 
flag, as well as of one of the culture nations of Europe." Of the three major national 
languages spoken in the western hemisphere, English, Spanish and Portuguese, Spanish is 
the tongue of over sixty million people. With the future of these people our destiny is 
inextricably interwoven. That the peace, prosperity and mutual understanding of the Amer- 
icas, now being auspiciously promoted, may not fail in the future, the first duty of edu- 
cated North Americans is to encourage all efforts to teach the tongue of our neighbors, 
neighbors whom, up till now, we have more or less neglected. Just as they have every- 
where in their secondary and higher institutions courses in English, so should we provide 
in all high schools an opportunity for the study of Spanish equal to those opportunities 
already offered for study of other modern languages. 

Along with this knowledge of Spanish there must be training in the geography, his- 
tory, manners, customs, literature, and art of our Latin American brethren. 

When a person knows these he will be in an appreciative and sympathetic attitude. 
He will then be muy simpdiico. 

"It will not be possible," says President Butler to the trustees of Columbia Univer- 
sity, "for the people of the United States to enter into close relation with the peoples of 
the other American republics until the Spanish language is more generally spoken and 
written by educated persons here, and until there is a fuller appreciation of the meaning 
and significance of the history and civilization of those American peoples which have 
developed out of Spain. 

"It will not be enough to teach Spanish literature and to teach students to read Span- 
ish. They must also be taught to speak it in order that in business and in social inter- 
course they may be able to use it with freedom as a medium of expression." 



364 H. S. T. A. BULLETIN 

MINUTES OF GENERAL MEETING OF HIGH SCHOOL TEACHERS' ASSOCIATION, 

MAY 2, 1914 

The meeting was called to order by President Morrey at 11:25 A. M. The minutes of 
the previous meeting were read and accepted as read. The President asked for Directory 
material not yet furnished, and made a very brief report, which was accepted by the audi- 
ence with approval. The Treasurer reported 897 members, the largest enrollment in the 
history of the Association, and a balance of $945 in the treasury. 

The business of the morning was the election of officers for the year, September, 1914- 
June, 1915. 

By unanimous vote in each case the members of the Association present elected the 
following to serve for this period: 

President — Alexander L. Pugh, High School of Commerce. 

Vice-President — Jesse H. Bingham, DeWitt Clinton. 

Secretary — Anna E. Stanton, Bushwick. 

Treasurer — Loring B. Mullen, Girls' High School. 

Members of Executive Board — William T. Morrey, Bushwick; Aaron I. Dotey, 
De Witt Clinton; Fred C. White, Morris. 

Principal Mitchell, of Jamaica, suggested that in some way the Dove of Peace should 
be represented upon the minutes of this meeting, as for the first time since the founding 
of this Association complete harmony had prevailed in the election of officers. 

Mr. Bryant, of De Witt Clinton, moved that it be the sense of this meeting that expres- 
sion of approval and appreciation of the work of President Morrey be placed upon the 
minutes of this meeting. Carried. 

Moved by Mr. Oberholser that in view of the balance in the treasury the dues of this 
Association be reduced from $1.00 to 75 cents. 

This motion was seconded, but as it involved a change in the constitution it remained 
as notice of proposed change to be discussed at the first meeting of next year. 

Meeting adjourned at 12 M. Signed, 

Agnes Carr, Secretary Pro Tern. 

William T. Morrey, President. 



MINUTES OF MAY 26, 1914, MEETING OF REPRESENTATIVES 

The meeting of the representatives on May 26th was called to order at 4:20 P. M., 
with Mr. Pugh in the chair in the absence of the President. 

The Secretary's report was omitted. The Treasurer reported a balance of $892.36 in 
the treasury. 

Reports from Standing and Special committees were called for. 

Mr. Dotey spoke of the double session plan. It was voted that we pay for publishing 
a questionnaire and co-operate with the Principals' Association. 

Mr. White asked whether our Anti-Noise Resolutions had ever been acted upon by the 
Board, He also spoke on the question of interest in regard to Sabbatical Year's Leave of 
Absence, etc. 

Mr. Morrey took the chair. 

Mr. Pugh moved that copies of our Bulletins be bound and furnished to the High 
School, College and Public Libraries of the City. Carried. 

It was voted on motion of Mr. White that we urge the Teachers' Council to give early 
and sympathetic consideration to the report of the Committee of the High School Teachers' 
Association on teachers' absences and Sabbatical Year. 

The meeting adjourned. Mary J. Bourne, Secretary. 



THIRD ANNUAL REPORT OF WM. T. MORREY 

AS PRESIDENT 

Policy 

The President has tried: 

First. To bring about as friendly relations as possible between the men and women 
in the high schools. 

Second. To find out who wanted to do some valuable piece of work, to help form 
their committees, to support them financially, and, finally, to give full credit to whom 
credit is due. 

Third. To devote the three years to an examination of the Principles of Scientific 
Management and their application to High School Problems. 

Purpose 

This purpose has been carried out along three lines — in the general meetings, in the 
department meetings, and in the work of the various committees of the Association. This 
purpose has influenced other associations also, for Dr. Feldman said to the Schoolmasters' 
Association in January, 1913: "As far as I know, every gathering of secondary teachers 
in New York City, this school year, has had for its topic of discussion 'Efficiency' in 
some form or other." 

The General Meetings 

The general meetings have served as a forum for the discussion of school problems and 
and as a source of inspiration. If the reports of these meetings should be published as a 
book its title might well be "Efficiency Studies of New York City High Schools," with 
the following chapters, most of which were discussed in general meetings: 

I. The Principles of Scientific Management. By Mr. Harrington Emerson, Con- 
sulting Engineer. 

II. What is this School System for? By Prof. Paul H. Hanus. 

III. Efficiency in Administration, by Association Superintendent Edward L. Stevens, 
Principal James Sullivan; First Assistant Alfred C. Bryan, Grade Adviser Miss H. 
Elizabeth Seelman, and Class Teacher Miss Maud E. Manfred. 

IV. Efficiency in Type of High School — Large vs. Small, and Specialized vs. Cos- 
mopolitan, by Mr. Frederick H. Paine and Mr. Clarence D. Kingsley. 

V. The Efficiency of Factory Methods as illustrated in Double and Triple Ses- 
sions of our large High Schools, by Principals Rollins and Denbigh and Messrs. Avent, 
Gruenberg and Hartwell. 

VI. Efficiency in the Recitation, by District Superintendent Darwin L. Bardwell. 

VII. Efficiency in the Various Departments. Address by Alfred C. Bryan on 
Duties of First Assistants. 

(a) Efficiency in Mathematics, by Daniel D. Feldman. 

(b) Efficiency in History, by Arthur M. Wolfson. 

(c) Efficiency in Biology Department, by James E. Peabody. 

VIII. How to Test Pupils — a Means of Judging Efficiency of Teaching, by Prof. 
Charles H. Judd, of University of Chicago. 

365 



366 H. S. T. A. BULLETIN 

IX. The Efficient Teacher: "What Constitutes the Teacher of Superior Merit?" 
A Discussion by Examiner George H. Smith, Superintendent Edward L. Stevens, and 
Principals Clark, Denbigh, Fairley, Felter, Larkins, McAndrew, and Tildsley. 

X. High Schools and Moral Efficiency. Addresses by Hon. Frank Moss, As- 
sistant District Attorney of New York City, and Examiner Walter L. Hervey. 

Relations With Other Associations 
The President has tried to bring about friendly relations with the other associations. 
Each Association has its own legitimate field, but there are many questions in which 
all are interested. This Association planned to take up the study of the relations between 
High Schools and Elementary Schools, a vital topic, but this was abandoned out of cour- 
tesy to the Women's High School Teachers' Association. In a similar way this Asso- 
ciation did not prosecute its studies in Programs and Program Making, out of deference 
to the High School Principals' Association. 

Relations to the National Educational Association 
The work of Mr. Clarence D. Kingsley for this Association and his work along 
similar lines for the National Educational Association have brought the two associations 
into close relations. 

Finances 

The finances of the Association for many years have been carefully attended to by the 
Treasurer, Dr. Loring B. Mullen, who reports that Mr. Morrey began with a net 
balance of $1 3.39. 

The first year the receipts were $740.78, the expenses $531.06, the balance during 
the year was increased $209.72. 

The second year the receipts were $858.85, the expenses $568.69, the balance was 
increased $290. 1 6. 

The Organization 

The 850 members are represented by about seventy-seven representatives in the 
Board of Representatives, which meets on the last school Tuesday of every school 
month, excepting September and June, with "power to act upon all matters affecting the 
Association." 

The EXECUTIVE COMMITTEE consists of the President, Vice-President, Secretary, 
Treasurer, and three other elected members. It has the power to "approve all appropria- 
tions of funds and shall audit and direct the payment of all bills." 

Standing Committees — Teachers' Interests and Secondary Education, each with 
nine members, including the President. 

President's Appointing Power 

He was empowered by Board of Representatives on October 31, 1911, to appoint 
a Committee on Efficiency and such other committees as he sees fit to call. [BULLETIN 
No. 3, p. 3.] May 28, 1912, power to appoint was renewed and power to remove 
was added. [BULLETIN No. 35, p. 3.] These powers were again renewed by the 
Board of Representatives on October 28, 1913. 

Committees on Principles of Scientific Management as Applied to High 

School Problems 
This committee was organized with Dr. Edward H. Fitzpatrick as Chairman. He 
gave an excellent preliminary address to the Board of Representatives, and later prepared 
a report that was tabled. He did not prepare, as requested, a systematic report as to the 
best methods to be adopted. Dr. Fitzpatrick's suggestive Annual Report before he left 
to take part in Wisconsin State School Inquiry may be found in BULLETIN No. 36, 
p. 43. 






PRESIDENT'S REPORT 367 

Of the report on Teaching of Stenography, by Mr. Edward J. McNamara, galley 
proof copies were used as a basis of a Section Meeting. By the time it was to be pub- 
lished many of the criticisms no longer held, and at Mr. McNamara's request its publi- 
cation was held up. 

A report on Typewriting, by Mr. David H. O'Keefe, of the Jamaica High School, 
was promised, but never delivered. 

The work of the Hanus Committee occupied several of the fields that it had been 
planned to enter. 

Bulletins and Bound Volumes 

The policy of issuing BULLETINS instead of Year Books has been continued. It is 
more expensive, but it publishes addresses and reports in a comparatively short time after 
they are ready. 

By printing more BULLETINS than were distributed, it will be possible to bind up 
enough to send the whole Efficiency Series to every high school library in New York City 
for reference. 

Superior Merit 

The Association on March 24, 1912, took formal action through its Executive Com- 
mittee, ratified also by the Board of Representatives at the March 28, 1912, meeting, 
asking the Committee on High Schools of the Board of Education: 

(1) To rate as of Superior Merit all teachers whose marks are B-|- or higher; 
superior being a comparative term and not a superlative, not equivalent to supreme. 

(2) To rate as of Superior Merit those receiving the maximum salaries of their 
grade, prior to January 1, 1912. 

(3) To rate as approved for twelve years, such as have been approved for nine 
years and have in addition received credit for three additional years in the adjustment 
of the Junior Teacher Question. 

First Assistants 

This position, at first a salary grade, is the most available avenue to increase salary for 
the efficient teacher. It is his Door of Hope. On May 23, 1911, the Board of Repre- 
sentatives recommended : 

1 . That first assistants be appointed on the grounds of efficiency in teaching and 
administrative work without regard to chairmanship of a department. 

The Board of Representatives endorsed, February 25, 1913, the following amend- 
ments to the By-Laws: (a) Amend Section 52, paragraph 3, by striking out words 
"First Assistant." Insert: 

(b) Every assistant teacher in high schools who has been granted a license as first 
assistant teacher shall be entitled to the rank and pay of a first assistant teacher without 
further examination or appointment, and said rank shall become effective, and said salary 
shall be paid from the first day of January of the year next following that in which the 
license as first assistant teacher is granted, provided that no first assistant shall receive on 
becoming a first assistant teacher a salary less than he would have received if he had re- 
mained an assistant teacher. 

(c) Examinations for the license as first assistant teacher in high schools shall be 
held at least biennially in all subjects for which the license as first assistant teacher is 
provided in the By-Laws. 

Dr. Henry R. Linville's Committee 
Dr. Linville's painstaking and valuable report on the Mortality in High Schools rep- 
resents much hard work, careful investigation, and temperance in statement. It well 
deserves most careful consideration. 



368 H. S. T. A. BULLETIN 

Laboratory Note Books 
Mr. George H. Kingsbury, of Newtown High School, organized a committee and 
made a careful study of the question. 

New High Schools 
Studies were made of high school conditions in Brownsville and East New York por- 
tions of Brooklyn for three terms for graduates of Public Schools in January, 1912, and 
for January and February, 1913. (See BULLETIN No. 39, p. 1 17.) 

Committee on Students Aid and Employment 
The committee co-operated with other associations in the movement for systematic 
efforts in vocational guidance, and as all the high schools had committees in operation 
this committee confined its activities to the extension of its list of vocational bulletins. The 
sale of the BULLETINS paid for their printing so that no demands were made upon the 
treasury of the association. The financial statement promised by the chairman to the 
President, and announced in his last Annual Report, November, 1913, (BULLETIN 
No. 41, p. 130), has not yet been received, December 1, 1914. 

Vocational Instruction 
The Board of Representatives, May 28, 1912, directed the Secretary to urge that 
the New York City members of Congress consider the Page Bill in support of an appro- 
priation of $14,000,000 for Vocational Education. 

Committee on Conference With Colleges 

The Report of the Committee of Nine was favored by five out of six members of 
the committee. Dr. Sullivan believed that both mathematics and a foreign language 
should be required for entrance to college. — Meeting of Representatives, October 3 1 , 
1911. (See Bulletin No. 31, p. 3.) 

Teachers' Absences 

Mr. Charles R. Fay, of Erasmus Hall, formed a committee whose report was ap- 
proved by the Board of Representatives on April 30, 1912, and by the Board recom- 
mended to the Board of Education. The report is printed in full, BULLETIN No. 34, 
pp. 3 1 -46. 

Sabbatical Year 

The most important of Mr. Fay's recommendations is that a sabbatical year for 
study or travel be allowed on half-pay. 

These recommendations were taken up by Mr. Fay and his committee with a Com- 
mittee of the Board of Education; but no action has been taken by the Board. 

The subject was later taken up by our Teachers' Advisory Council and again laid 
before the Board of Education. 

Pension Legislation 

The logic of events is showing the soundness of the contention of Mr. Frederick H. 
Paine that the city should pay an increasingly larger share into the fund. 

The pension of a retired teacher plus the salary of a beginning teacher may amount 
to less than the full salary received by the pensioner just before he was pensioned. 

In addition to thus saving money, there is also an increased efficiency from younger 
and more enthusiastic teachers. 

It is good business policy to retire the weak. 

Pensions are looked upon by some as simply deferred payments on inadequate salaries. 



PRESIDENT'S REPORT 369 

Hanus Committee 

A committee was formed by the President, to represent the High School Teachers* 
Association before the Hanus Committee. 

The preliminary draft of the report of the sub-committee was read to the Board of 
Representatives, amended, and adopted by the committee. 

It recommends that the Course of Study in New York High Schools have ( 1 ) 
greater flexibility; (2) the introduction into the general course "under proper restrictions, 
such subjects as may be demanded by a reasonable number of students, and for which 
there are qualified teachers in the school; (3) greater concentration upon fewer subjects; 
(4) the five-subject plan per week, each subject allotted four hours per week of prepared 
work, enabling those desiring to specialize to take two-fifths of their work vocational and 
three-fifths academic. (Report in full in BULLETINS No. 33 and 36, p. 48.) 

The Central Council to Study Hanus Reports 

The President planned to devote much of the energy of the Association to the study 
of the Hanus Reports during 1912-1913; but when they appeared those relating to High 
Schools showed so much evidence of consultation and conference with High School prin- 
cipals, first assistants, and teachers that it seemed better that these reports should be studied 
preferably by the Central Council. 

The weekly conferences participated in by both elementary and high school teachers 
and principals did much to promote a better understanding and a mutual respect. 

Men and women that had been antagonistic on salary questions found that they could 
work harmoniously on purely professional questions. 

Teachers' Advisory Council 
The President was asked by President Churchill to give his suggestions with refer- 
ence to the formation of an Advisory Council. He served on the Committee of Organi- 
zation. 

Recommendations 

This Association has submitted several recommendations to our school authorities: 
A sabbatical year; first assistant, a salary grade; that Teachers' Records be consolidated 
and kept in one place in the Hall of the Board of Education; that all adverse ratings 
and reports be made in writing, and that the teacher be furnished with a copy of such 
ratings and reports. 

McKee Bills 

Though the Association has ventured to make certain suggestions along purely profes- 
sional lines, it has carefully refrained from entering, as an Association, into the field of 
school politics. 

An adroit effort to place it on record on the McKee Bills resulted merely in passing 
a resolution that the President notify the President of the Board of Education, the Mayor, 
the Governor, the President of the Senate, and the Speaker of the Assembly that "The 
High School Teachers' Association has taken no action on the McKee Bills, either for 
them or against them." 

BUREAU OF REFERENCE AND RESEARCH 

Director Shiels not only addressed the Association on the work of his bureau, but he 
also had prepared for the High School Directory complete lists of all persons holding 
licenses to teach in the high schools. The bureau in return was supplied with copies 
of the Directory. 



3/0 H. S. T. A. BULLETIN 

ELIGIBILITY TO THE ASSOCIATION 

November 25, 1913, the Board of Representatives voted that "eligibility to the High 
School Teachers' Association is limited to teachers and supervisors in the public day high 
schools of New York City and in the high school departments of Normal College and 
City College." 

DOUBLE SESSIONS 

The General Meeting of May 2, 1914, was devoted to Factory Methods in Educa- 
tion as illustrated in the Double and Triple Sessions of our large High Schools. 

The following resolution was passed with but two dissenting votes: 

"Resolved, That the High School Teachers' Association, after full discussion of the 
matter, places itself upon record as strongly opposed to the plan of double and triple 
sessions for high schools." 

This, I believe, represents in general the attitude, in theory at least, of those who know 
most about Double Session, which is Part Time under another name. 

"It is not a theory, but a condition that confronts us." Under present financial 
conditions, with the rapidly increasing high school population, and with the present in- 
ability to build high schools rapidly enough, part time and double or triple sessions are 
bound to come. I believe that the attitude of every loyal teacher is to make the very 
best of the circumstances. 

DIRECTORY 

As the result of calls upon the Senior Representatives, beginning December 6, 1913, 
materials for a directory were prepared by them and forwarded to the President. Galley 
proofs of lists were sent back to the Senior Representatives for revision and correction. 
Most responded promptly and carefully. Eastern District was kind enough to send an 
extra list of the High School Teachers' Association members, many of whom have their 
names appearing twice. Principal Dillingham, of Newton, and a few others had their 
names omitted. Some changed their addresses after their first cards were made out and 
did not notify the Directory people. The President regrets that mistakes were made. 

The linotype material is still at the printers. Those who desire a change in the next 
edition of the Directory should notify President Alex. L. Pugh at High School of Com- 
merce. Kindly use library cards of the standard size. 

Acknowledgments 

He believes that members of the Association have felt free to give him advice and 
counsel. He has felt just as free about accepting, modifying, or rejecting it. 

The success of this Association, as of all organizations, depends upon the spirit of 
mutual helpfulness between members and officers. An executive needs ( 1 ) a few good 
ideas of his own, (2) with the ability to recognize good ideas of others; (3) the ideas 
of many others, and (4) the help of others in carrying out ideas. 

The President has thoroughly enjoyed his work. He has done much of his thinking 
and planning during the two hours per day he spends in traveling to and from his school 
work. He believes that it is restful to change work. 

December 5, 1914. WlLLIAM T. MoRREY. 



INDEX TO H. S. T. A. BULLETINS 29-46 



Absences — Report on by Chairman Fay, B. 31, 46. 

Accounts— Teachers of, 269, 283. 

Advertising — Prof. Clapp on, B. 34, 27. 

Annex Teachers in Charge of, 71, 246. 

Applied Mechanics — Teaches, 284. 

Avent, John M. — Waste of Triple Sessions, 228. 

Ballou, Report — On Organization of High Schools. 
Summaries and Recommendations, 104. 

Bard, Director Harry Erwin, 341. 

Bardwell, Supt. Darwin L. — Efficiency in Recita- 
tion, 59, 341. 

Bartholomew, State Inspector, W. E. — On Recent 
Criticisms of Commercial Education, 200. 

Bibliography of Industrial Efficiency, B. 30, 4; 
B. 32, 4; 23. 

Bingham, Jessie H. — Elected Vice President, 364. 

Biology — Principles of Scientific Management in, 
Peabody, 47. 

Biology— Teachers' Lists, 269, 283, 284, 291. 

Bookbinding — Teachers' Lists, 269. 

Bryan, Alfred C, President of Male First Assis- 
tants — On Efficiency of First Assistants, p. 68. 

Butler, President, of Columbia — Thanked, 341. 
(Quoted.) 

Chemistry— Teachers' Lists, 270, 279, 291, 284. 

Churchill, Thomas W.— Thanked. 341. 

Clapp, Prof. Edwin J. — On Salesmanship and Ad- 
vertising, B. 34, 27-31. 

Clark, J. Holley— On Superior Merit, B. 34, 14. 

Classical Language Teachers, 283. 
(See also, Latin.) 

Clerical Assistants' Lists, 269. 

College Conference Committee, B. 32 ; 51. 

Commercial Education, Criticisms of — State In- 
spector Bartholomew, 200. 

Commercial High Schools — Prof. Thompson on, 
115. South American — Morrey, 359. 

Commercial Law Teachers, 270, 283. 

Commercial Teachers' Lists, 270, 284, 291. 

Committees for 1911-12, B. 30. _ 

Conference with College Committee, B. 32; 51: 

Constitution (Extracts), 88, 90. 242. 

Contents of H. S. T. S. Year Books, 1908-1911, 
p. 56, 17«. 

Cooking Teachers' Lists, 271, 285, 292. 

Co-operation of Pupils — Miss Manfred, 47 (also 
32). 

Courses of Study — Prof. Davis on, 111. 

Courses in N. Y. City High Schools, 244 ; in South 
America, 358. 

Costume Designing Substitutes, 292. 

Davis Report on High School Courses of Study, 
Summaries and Recommendations, 111. 

Denbigh, Principal J. H. — On Superior Merit, B. 
34, 15; On Double Sessions, etc., 192. 

Departments' Chairmen, B. 29, 3. 

Directory, Materials Requested, 183, 187. 

Directory, 1911-12, B. 30, 3 ; B. 32, 3 ; 5, 71, 119, 
124; for 1912-13, 170, 177, 184, 188. 

DIRECTORY, 239-338. 

Domestic Art Teachers, 271. 

Domestic Science and Cookery, 271. 

Dotey, Aaron I. — Relative Efficiency of Students of 
Latin, German and French, 209. 

Douglas, Charles H. J., President H. S. T. A., 103. 

Drawing Teachers' Lists, 271, 283, 284, 285, 288, 
292, 293. 

Dressmaking Teachers, 289. 

Economics Teachers' Lists, 272. 

Efficiency Studies — See under Avent, Bryan, Den- 
bigh, Dotey, Emerson, Fitzparick, Gruenberg, 
Hanus, Hartwell, Harvey, Judd, Moss, Pea- 
body, Rollins, Seelman, Shiels, Stevens. 

Electricity, Teachers, 284. 

Elocution Teachers' Meetings, 69, 91, 199. 

Elocution Teachers' Lists, 272, 285, 292. 

Emerson, Harrington — Principles of Scientific 
Management and High School Efficiency, B. 
33, also 16. 



English Teachers' Announcement, 187. 

English Teachers' Lists, 272. 

Efficiency Studies — Harrington Emerson's Address 
on Principles, 33 and 16; Supt. Harris on 
Administration, 38 ; Miss Seelman, Grade Ad- 
viser, 40. 

Experience, Credit for Outside — Pugh, 103. 

Fairley, Principal W. M. — On Superior Merit, *18. 

Fay, Charles R. — Report on Absences, Sabbatical 
Year, etc., B. 34, pp. 31-46. 

Felter, Principal William — On Superior Merit, B. 

34, 19. 

Fine Arts Teachers' Lists, 283. (See Drawing.) 

First Assisants in High School, Status — Supt. 
Stevens, 82. 

First Assistants' List, April, 1913, 120, 123; No- 
vember, 1913, 176; May, 1914, 282. 

Fitzpatrick on Method, 43. 

Fitzpatrick, Dr., Announcement, 322. 

Forge Work Teachers, 286, 293. 

Freehand Drawing Substitutes, 293. 

French Teachers' Lists, 273, 286, 293. 

French vs. Latin and German, Students of — Aaron 
I Dotey, 209. 

General Meeting— Minutes, 31.3, 32, *1 ; 7, 8, 9, 

35, 58, 74, 89, 168, 190, 194, 364. 
German Teachers' Lists, 274, 286. 

German vs. Latin and French Students, by Aaron 

I. Dotey, 209. 
Greek Teachers' Lists, 275. 
Gruenberg, Benj. C. — On Factory Methods in 

Education, 229. 
Hanus Committee Reports, Summaries and Rec- 
ommendations, 104-116. 
Hanus Committee — Conference with, B. 33 ; p. 48. 
Hanus, Prof. Paul H. — Address on "What is This 

School System For?" 23. 
Hanus Reports — On Printing of, Hardette G. 

Lewis, 85. 
Hartwell, Charles M. — Remedy for Double Ses- 
sions, 194. 
Hervey, Examiner Walter L. — Moras Efficiency. 

94. 
Heydrick, Benj. A., on Principal Shei'jard, 2?^, 
High Schools, Commercial — Thompson on, 115. 
High School Courses Given, 244. 

erica Compared — Morrey, 358. 
Hight School Courses — Davis on, 111. South Am- 
High School Statistics for January 1, 1912, 32, 4; 
H. S. T A.— Growth of, 1900-1914, 103; Members, 

1911-1912, 52; 1912-1913, 170; 1913-1914, *pp. 

247-268. 

February 28, 1913, 92. 
History Department, Report for Year 1911-12, 34. 
History Teachers' Lists, 275, 283, 286, 287, 294. 
Investigation and Placement Lists — Substitutes, 

289. 
Italian, Substitutes, 295. 
Janes, Arthur L. — President, 103. 
Joinery Teachers, 287. 

Judd, Prof. — Tests of Efficiency in Teaching, 31, 4. 
Keener, Robert H. — Resolution for More Efficient 

Record Keeping, 9. 
Keppel, Dean Frederick W. — Thanked, 341. 
Kingsley, Clarence W. — Report of Committee of 

Conference with Hanus Committee, 333 ; and 

also p. 48. 
Kingsbury, George H. — On Credit for Science 

Note Books, 166. 
Laboratory Assistants' Lists, 276, 287, 295. 
Laboratory Note Books, on Credit for — Kingsbury, 

166. 
Larkins, Principal Charles D. — On Superior Merit, 

B. 34, p. 21. 
Latin vs. German and French, Students of — 

Aaron I. Dotey, 209. 
Latin Teachers' Lists, 276, 287, 295. 
Lewis, Burdette G. — On Printing of Hanus Re- 
ports, 85. 



371 



372 



H. S. T. A. BULLETIN 



X 



Librarians' Lists, 276, 287, 295. 

Library Practice Teachers, 277. 

Linville, Henry R. — Report on Mortality in High 
Schools, 135. 

Lists (See under Teachers, by School Principals), 
246, 247-268. 
First Assistants, 282. 

First Licensed, but not Appointed — First Assis- 
tants, 283; Assistants, 284; Substitues, 291. 

McAndrew, Principal William — On Superior Merit, 
B. 34, 23, 

Machine Shop Practice Teachers, 288, 296. 

Manfred, Miss M. — Pupil Co-operation, B. 32 ; 47. 

Maxwell, Superintendent — Announcement of Ad- 
dress to English Teachers, 122. 

Manual Training Teachers' Lists, 277. 

Mathematics Teachers' Lists, 277, 283, 288, 296. 

Mechanic Arts Department, 51. 

Mechanical Arts Teachers, 283. 

Mechanical Drawing, 288, 296. 

Meleney, Clarence E. — Thanked, 341. 

Members of H. S. 'i . A. for 1911-1912, 52; 1912- 
1913, 170; 1913-1914, *247-268. 

Millinery, Substitutes, 296. 

Minutes of Representation, 29, 30, 31, 32, 33, *2, 
5, 10-15, 85-87, 182, 186, 197-199. 

Minutes (see under General Meeting, and under 
Representatives) . 

Modern Language School, Buenos Aires, 349. 

Modern Language Teachers, 283 (see also under 
French, German, Italian and Spanish). 

MORREY, 

Plans at Beginning of Term of Office, B. 29. 
Communication to H. S. Committee of Board of 

Education, 2 ; 16. 
H. S. Statistics for April 30, 1912, B. 34, p. 48; 

for February 28, 1913, 92. 
Report as President for year 1911-1912, 1; Bi- 
ennial Report for 1911-1913, 127; Triennial 
.Report,36S-370. 
Growth of H. S. T. A., 1900-1913, 103. 
Need of High School for East New York and 

r.ro.wnsville Districts, 117. 
In Committee of N. E. A. on Secondary School 

R.e-organization, 182. 
Request for Materials for Directory, 183, 187. 
On Some Treaty Obligations of the United 
States to Colombia, Panama and Great Bri- 
tain, with Sources (Did Roosevelt Break the 
Treaty?), 232. 
Preface to Directory and Farewell on Leaving 

for South America, 239. 
Report on Trip to South America, 341-343. 
Expression of Approval and Appreciation of the 
Work of President Morrey Placed Upon the 
Minutes, 364. 

Mortality in High Schools, Linville on, 135; Dotey 
on Mortality in Latin, German and French, 
209. 

Moss, Hon. Frank — On Moral Efficiency and the 
High Schools, 75. 

Mullen, D. Loring B. — Reports as Treasurer, *47 
(1911-1912); 1912-1913, 93. 

Mullen, Loring B. — Re-elected Treasurer, 364. 

Music Teachers' Lists, 278, 288, 296. 

Names of Teachers, pp. 298-338. * indicates mem- 
bership in H. S. T. A. for 1913-1914, 247-268; 
for 1912-1913, members see p. 170; for 1911- 
1912, p. 52. _ 

N. E. A. Committee on Re-organization of Secon- 
dary Education, 182, 187. 

Note Books, Credit for Science, Kingsbury on, 
166. 

Officers, 1911-1912, B. 29, B. 30, B. 32; 5, 71, 119, 
124; for 1912-1913, 170, 177, 184, 188; for 
1913-1914, 283; Officers- Elect, 1914-1915. 243. 
_ 243. 

Paine, Frederick H. — Chairman Pension Commit- 
tee on Large vs. Small High Schools, 

Pattern Making, List, 290. 

Peabody, James E. — Efficiency Studies on Biology, 
47. 

Physical Training Teachers' Lists, 278, 289, 296. 



Physics, Physical Science, Chemistry and Biology 
Teachers' Lists, 279, 283, 289, 297. 

Physiography Teachers' Lists, 279, 289. 

Placement and Investigation Lists, 289. 

Principals — Lists, etc., Directory on p. 246; Tele- 
phones, etc., List, 298-338. 

Portuguese, Study of — Morrey, 362. 

Pugh, Alex. L.— Credit for Outside Experience. 
103. ' 

Mentioned, 103. 

Pupil Co-operation— Miss Manfred, 47 (also 32). 

Recitation — Snpt. Bardwell on Efficiency in, 59. 

Reference and Research Bureau — Director Shiels 
on, 195. 

Report of Committee on Principles of Scientific 
Management, 43. 

Representatives, 293, 32, 170, 184, 188, 243, 312, 
364. 

Rio de Janeiro, Visit to — Morrey, 344. 

Roosevelt and Panama, 232. 

Rollins, Principal Frank — On Factory Methods 
and Double. Sessions, etc., 191. 
President H. S. T. A., 103, 341. 

Rules for Girls' School at Santiago, Chile, 353. 

Sabbatical Year, etc. — Report on by Chairman 
Fay, B. 31, 34-96. 

Salesmanship — Prof. Clapp on, *27-31. 

Science Note Books — Kingsbury, 166. 

Scientific Management — Harrington Emerson on 
Principles, 16. 
Fitzpatrick Report of Committee on, 43. 
(See also under Efficiency Studies.) 

Secondary Education, N. E'. A. Committee on Re- 
organization of, 182, 187. 

Section Chairman — (See Announcements of Gen- 
eral Meetings.) 

Seelman, Miss H. Elizabeth — Efficiency of the 
Grade Adviser. 40. 

Sewing Teachers' Lists, 289, 297. 

Sheppard, James J., President of H. S. T. A., 103. 
In Memoriam, 224. 

Shiels, Director — Bureau of Reference and Re- 
search, 195. 

Somers, Arthur S.— Thanked, 341. 

South America— W. T. Morrey, 341 363. 

Spanish, Study of — Morrev, 363. 

Spanish Teachers' Lists, 279, 289, 297. 

Stanton, Anna E. — Elected Secretary, 364. 

Statistics of High Schools, January 1, 1912, B 
32, 4; February 28, 1913, 92; October, 1913 
180. 

Steam, Teachers of, 284. 

Stevens, Supt. Edward L. — Efficiency in Adminis- 
tration, 38. 
On Efficient Keeping of Records, 
On Status of First Assistant, 82. 
In Memoriam, 226. 

Stenography and Tvpewriting Teachers' Lists. 
280, 283. 289, 295, 297. 

Students Aid Committee. B. 33, pp. 51, 169. 

Study Hall Teachers' Lists, 280. 

Substitutes' Lists, Subject, May, 15, 1914, 291. 

Teacher of Superior Merit, Discussion, B. 34, 4-24 

Teachers, Lists of 
By Schools, 247-268. 
By Subjects, 269-281. 
Alphabetically, 298-338. 

Telephones of Schools, Annexes, etc., p. 246. 
Of Teachers under Alphabetical List, 298-338. 

Thompson's Report on Commercial High SchooL 
— Summaries and Recommendations, 115. 

Tildsley, Principal John L. — On Superior Merit, 
*24. 
President of H. S. T. A., 103. 

Treasurers' Reports, 1911-1912, *47 ; 1912-1913, 9. 

Typewriting Teachers' Lists, 280, 283, 289, 297. 

Weaver, E. W. — Students' Aid Committee, 39, 51, 
169, 368. 

White, Frederick C. — Elected to Executive Com- 
mittee, 364. 

Wilson, James F., President H. S. T. A., 'i\2. 
On Prof. Sheppard, 226. 

Woodturning and Pattern Making List, 290, 297 



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